Tues., June 3, 2014 -1. Use a dictionary to define a novel and a short story; identify the dictionary that you used to find the definitions. 2. Based on your experience and the definitions in #1 above, compare and contrast the characteristics of both a novel and a short story. 3. What shared elements do you think are contained within a novel and a short story? Name and define them. 4. Name the last novel or short story that you read, include the author's name. 5. Write a brief synopsis of the novel or short story you mentioned in #4 above.
Mon., June 2, 2014 - Since you're taking a Regents tomorrow, tonight's assignment will be very simple.
1. Write the final version of your essay on Washington and DuBois. Read it aloud and hear if you have completed the task and use standard English (punctuation, grammar, spelling, sentence structure, paragraph structure, word usage, higher level voc. words, especially words from the Word Generation) correctly. I hope that by this time you have turned in all assignments! Go to bed early, wake up early, eat a good breakfast, come to school early and prepare yourself for tomorrow's Regents. I want to wish you "Good Luck" in advance.
Fri., May 30, 2014 -(A). S.I.T. - "It's Not Just the Clothes" and "Europe Says No to Animal Testing" Lexile 1080 Read and do the activities like the ones that were assigned on Thurs.; see below. (B) Unit 5 - Culminating Task - Organizer, 1st draft, Revised version, and Proofread/Edited copy must be completed and brought in on Monday. June 2, 2014. THIS IS ABSOLUTELY THE LAST WEEKEND YOU HAVE TO MAKE UP ANY MISSING ASSIGNMENTS FOR THIS QUARTER, WHICH MUST BE SIGNED BY PARENT OR GUARDIAN, AND TURNED IN ON MONDAY!!!!!!
Thurs., May 29, 2014 - A. Write the Revised version of your Unit 5 - Culminating Task on loose leaf paper, without writing on the back of the paper. Revise your organizer, likewise. Don't forget to add appropriate Transition Words and as many Word Gen. vocabulary words as you can; underline these vocabulary words.
B. SIT - "U.N. to Countries: Stop Smoking!" - Lexile 1080 1. Read and annotate the article. 2. Do the other activities like the ones below. 3. Write down any questions you may have regarding the article. 4. What do you think? Should the U.N. have the right to tell countries to stop smoking? Explain your response.
Wed., May 28, 2014 - A. Using your graphic organizer and the Task sheet as your guides, write the first draft of the Unit 5 Culminating Task. Be sure to follow the directives and remember to return to the excerpts as often as necessary to gather details that will help you to complete the Task accurately. As usual, the first draft must be written on loose leaf paper, and you are not to write on the back of the paper! B. Supplemental Informational Texts (SIT) - Unit 5 - Do the Right Thing - 1. Read and annotate the first two articles entitled "Pay Up!" and "Group Says: Don't Monkey With the Chimps!" 2. Write the Central Idea of each paragraph in each article. 3. Write an objective summary of each article. 4. Underline any words you don't know, write them in your notebook, and define them, include their parts of speech.
Tues., May 27, 2014 - Tomorrow you will have a test on the first section of Unit 5 - Do the Right Thing - The Little Rock Nine: Struggle for Integration. Study your notes, vocabulary, and the activities (questions and charts) relating to this reading. You will not have character traits or events revealing certain emotions on this test, but it will most certainly be on the next test, which is not far in the future. *Remember to make up missing work; time is running out on you!
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Fri., May 23 2014 - 1. Finish classwork, where you were told to identify Elizabeth and Hazel's traits, how they were shown in the article, "Elizabeth and Hazel", the source (author), page and paragraph #. You were also told to give at least four (4) traits (for each person) and a different event to prove each trait. In addition, you were told to identify which events showed bravery, doing the right thing, healing and forgiveness. (If you were absent from class, do this assignment as it is written; you should draw a chart like the one below to help you organize your answers.)
2. If you were given an essay to write about the "Little Rock Nine" and "Elizabeth and Hazel", how woukld you introduce the topic? 3. Write a brief explanation of the events that occurred in Little Rock, Arkansas, on September 4, 1957, include the answers to who? what? when? where? why? and how? 4. Reread paragraphs 15 and 16, and tell how both Elizabeth and Hazel were treated by their own community.
Thurs., May 22, 2014 - 1. Review the events in the Little Rock Nine, and identify four (4) personal traits of Elizabeth and tell what event brought out each trait; do not repeat the events. 2. Identify which example/event proved she was brave, did the right thing, and forgave others. This task should be done in a table or chart so that it will be easy to read/see at a glance.
#1.
Personal Traits
Evidence/Examples/Events
Source
Page
Paragraph #
Religious/Spiritual
She prayed in the morning before she went to school
Stephanie Fitzgerald
351
1
2. Read the Task Sheet carefully, and write an organizer that is suitable for the Task.
Wed., May 21, 2014 -1. Dramatize the meeting between Elizabeth and Hazel; include an introduction and at least 10 sets of dialogue (1 set of dialogue = Elizabeth speaks and Hazel answers, or vice versa.). 2. Compare/Contrast the account in The Little Rock Nine and Elizabeth and Hazel.3. Which account is more realistic? Explain. 4. You are both Elizabeth and Hazel. Write your reaction to the "Reconciliation" section of the second article. ( You will have two reactions - one from Elizabeth's perspective and one from Hazel's perspective.)
Tues., May 20, 2014 -The Little Rock Nine, pp. 368-371, Fill in each chart and don't forget to cite evidence from the text to support your response. 2. Characterize both Elizabeth and Hazel. Make sure you use textual evidence to support your response.
Mon., May 19, 2014 -Word Generation , pp. 61-62 1. Finish classwork, if you had not already done so (Copy sentences that have the focus words into your notebook and determine the meaning of each word by the way it is used.). 2. Identify the Pros and Cons on whether or not shopping malls should be allowed to institute teen curfews. 3. Answer the question at the bottom of the page, along with the following questions. a. Using the information in the passage, why would parents disagree with a mall's decision to institute a teen curfew? b. What sort of incidents cause malls to institute teen curfews? c. What are the disadvantages of teen curfews for malls? d. What are the benefits of instituting teen curfews for malls? e. What is the role of a mall community? Babysitter? Business? Public space? Explain your response. Please note: All overdue assignments are to be made up, signed by parents, and turn in by the end of this week. After that, they can't be accepted anymore because we would be far into another unit.
Remember the assignments you have that are overdue ( 2 selections from P.H.L. and the essay on Washington and DuBois); give them in tomorrow! Start working on the "Big Book" assignment that is due on Friday, 5/23/14; do not wait until Thursday night before you begin the assignment.
Thurs., May 15, 2014 -Unit 5 - Do The Right Thing - Code X, pp. 360-367 (packet) A. 1. Do the Vocabulary activity on p. 360. 2. Read pp. 361-367, annotate as you read, and identify the Central Idea of each paragraph. 3. Answer the questions that are found throughout the reading (18 questions); write complete sentences. Answers can be written on the pages of the packer or in your notebook. *Remember that you have no school on Friday, 5/16/14, so use your time wisely. If you have any overdue assignments, get them done correctly, have them signed by a parent or guardian, and bring them in on Mon., May19, 2014. B. P.H.L. ("Big Book") - 3rd African-American selection for this quarter (2 selections with activities are overdue.) - Choose another selection, read it, and follow the format for the other assignments that were given. This assignment is due on Fri., May 23, 2014.**
Wed., May 14, 2014 -Word Generation, pp. 55, 56 (A). Make sure you completed the classwork, context clues, Pros and Cons, question at the bottom of p. 55, and Vocabulary activity on p. 56. (B). Answer the following questions from the article on p. 55. 1. Why did Cindy Jackson title her book Living Doll? 2. What is unusual about Barbie's body type, and why are some concerned about it? 3. How is a Barbie different different from other dolls children play with? 4. Does the Mattel company's position surprise you? 5. Do you feel it is reasonable? 6. Are the recent changes to the Barbie product likely to satisfy the critics? Explain your response.
Tues., May 13, 2014 - Answer the following questions about the Little Rock Nine. Cite evidence in the text that strongly supports your response. 1. The author claims that the Little Rock Nine were 'inspiring". Explain how she supports her claim. 2. How does the author present Elizabeth's experiences with people outside of the school? Why do you think she chooses that method to present Elizabeth's experiences? 3. What is the author's perspective toward the angry white mob and toward Elizabeth? 4. What is the author's perspective on integrating Central High School in Little Rock, Arkansas? 5. Write an objective summary of this excerpt from "The Little Rock Nine". 6. Personal Connection: What if you were Elizabeth, how would you have reacted to the treatment you received, while attempting to get an equal education at Central High? Explain.
Mon., May 12, 2014 - (A). Finish all "Do Now" questions; write in complete sentences and cite textual evidence. (B). "There is safety in numbers." 1. What does this quote mean? 2. How does this quote relate to the excerpt of the Little Rock Nine that we're studying? Cite textual evidence to support your response. (C). Define the 6 vocabulary words copied in class today (cue, opted, stalwart, indignities, symbolically, detest); write their part of speech also. Write a sentence with each word.Your sentences must be related to the excerpt of the Little Rock Nine we're studying.You may not copy sentences from the text, but you may use them as examples.D. Choose another selection from the list of African-American selections you made from the "Big Book". Read the information about the author and write an objective summary about him or her. Complete all the activities within and after the selection, write an objective summary of the selection, and a personal response. What is one theme of the selection and explain how it was portrayed in the story. This is due next Monday, May 19, since you won't be in school on Friday. This assignment is to be done on loose leaf paper (Don't write on the back of the paper.) or type.
Thurs., May 8, 2014 - 1. Finish classwork. 2. "The Little Rock Nine" packet - Do pages 356-359. Write in complete sentences. 3. Ready NY - Reread pp. 116-118. Compare/Contrast the account in the packet and the account in the book, and write your response to both; compare and contrast the structure of each text also. 4. Word Generation - Read pages 43-44. Do: Context Clues, Pros and Cons, Questions at the bottom of the page, and Vocabulary activity on p. 44. Make up any missing work you may have, get it/them signed by a parent or guardian, and bring it/them to me on Monday.
Wed., May 7, 2014 -Code X pp. 349-355 - Packet ---- 1. Read the selection on pages 349-355. 2. Annotate as you read, and identify the Central Idea in each paragraph. 3. Answer the questions that run throughout the selection; you should answer them on the pages of the packet, but if you need more space feel free to answer the questions in your notebook.The questions should be answered in complete sentences. If you are missing any of the required writing assignments, be sure to get it done correctly, have a parent or guardian sign it or them before you turn it or them in tomorrow!
Tues., May 6, 2014 - This is the last evening you're being given to work on Unit 4 Performance and Culminating Tasks! If necessary, tomorrow will be the last day we will work on these assignments in the classroom because we must move on to the next unit. *Your essay on Washington and DuBois should have been completed and ready to turn in. It will be collected on Thurs., May 8, 2014.*
Mon., May 5, 2014 - (A.) Answer these question based on p. 49 of Word Gen. 1. According to the passage, what was the dispute about between the restaurants in Chicago and Los Angeles? 2. Can we trademark any word we want? Explain. 3. Can you trademark a phrase that you use often? Explain. 4. How have the media and Internet changed how our language is trademarked? Explain. 5. Is the idea of trademarking products news? Explain. B. Write an objective summary of the passage. C. Answer the question at the bottom of p. 49 and do the Voc. activity on p. 50 of Word Generation. D. Make the final touches to your Culminating Task and bring it in tomorrow.
Class did not meet on Thurs., May 1st or Fri., May 2nd, 2014 due to math testing.
Wed., April 30, 2014 - 1.1. Proofread and Edit the Revised copy of the comparison/contrast essay on Washington and DuBois. 2. Write the final copy of the essay. Make sure to use the appropriate Transition Words and ad voc. from any of the the Word Gen. lessons. 3. Remember the literary activity in the "Big Book" and its importance. 4. Take this opportunity to make up any missing assignments you may have since the fourth Quarter began.
Tues., April 29, 2014 -1. Revise the first draft of the essay on DuBois and Washington, making sure you add transition words and or phrases that will let the essay run smoothly. 2. Read the public document entitled from "The Little Rock Nine" on pp. 116-117 ofReady New York CCLS - 2014, annotating as you read and identifying the central idea in each paragraph. 3. Answer the questions, including the short response, on pp. 117-118.
Mon., April 28, 2014 ----1. Using the information from the article comparing Booker Taliaferro Washington and William Edward Burghardt, write an organizer that you will use to help you write an essay on both men. Make the venn diagraham big enough so that the facts can be written in each section. 2. Using your organizer, write the first draft of the essay on both men.
Fri., April 25, 2014 - (A). Finish classwork, identifying Pros and Cons on the topic of organ transplant (Word Generation, p.31). (B). Answer the following questions (in complete sentences) about the topic: 1. Who is Tadamasa Goto?2. Why do some people object to him having a liver transplant? - Based on the usage of the underlined word in this question, what is its meaning? 3. Why are healthy organs such a valuable commodity? 4. Why do you think hospitals try to honor the intrinsic value of each person? 5. If hospitals could refuse to treat "bad" people, what are some possible consequences for such refusal? 6. What do you think? How should doctors decide who gets healthy organs? Use specific details from the article and your prior knowledge to answer the questions. (C). Do the vocabulary activity on page 32 of Word Generation. *If you are missing any of the Unit 4 assignments, please get them done and turn them in on Monday; the one that is long overdue must be signed by a parent or guardian! (D). Go back to the "Big Book", choose another "African-American" selection from the list you created last quarter, and begin reading it, completing all the activities that go along with the selection. These activities must be done on loose leaf paper (Do not write , or you may type them, and turn them in on Friday, May 2, 2014.**
Thurs., April 24, 2014 -1.Your Unit 4 - Performance Task is now overdue; if you did not turn it in as yet, get it signed by a parent or guardian and bring it in tomorrow! 2. Your Unit 4 - Culminating Task is due tomorrow. Make sure you have a Bibliography, written correctly, with the completed task (Organizer, First Draft, Revised Draft, Proofread/Edited Draft, and the Final Draft). 3. Word Generation - p. 30 - Answer the short response question and use all of this week's focus words and as many of the previous words to help you complete the task. Pay attention to sentence structure, grammar, word usage, spelling, and punctuation.
Wed., April 23,2014 - 1. Write an organizer, the first draft, and revised copy of unit 4 - Designing the Future - Culminating Task. 2. Word Generation pages 25-26. Make sure that you did complete the context clues and Pros & Cons activities. 3. Answer the question at the bottom of p.25 about whether or not marijuana should be allowed as a medical treatment. Cite textual evidence and use your own experience to answer the question. 4. If you did not turn in your Unit 4 Performance Task, please get it done and signed by a parent or guardian, and bring it in tomorrow. Don't forget the two pictures/drawings on teamwork that will be used for the Performance Task and the Culminating Task.
5. Write an objective summary and a response to the excerpt of Steve Jobs' biography.
Fri., April 11, 2014 - 1.Do not forget to go on I-Ready and Achieve 3000 to do activities that are assigned. 2. Read the copy of the excerpt of the biography of Steve Jobs that was distributed to you today. 3. As you read, answer the questions that are on the sides of the pages; you may answer the questions right on the handout or in your notebook, if you do not have enough space on the handout. 4. After reading the excerpt and answering the questions, fill in the key ideas and details chart, along with any other charts that may be there to be filled in. 5. Without writing the final copy of the Culminating Task, write an organizer, a first copy, a revised copy, and an edited copy of the C.T. Feel free to have someone at home review your work or help you, if you need help. You have everything you need to complete the task, so be confident, go ahead and complete it, aiming for a grade of level 4.Draw (color it with vivid colors), copy, print, in color, any picture that you think exhibits good team work; this will be used as a cover page for your P.T. and C.T. so make two copies.In the midst of all this, remember to enjoy your vacation and stay safe. We'll meet again on Wednesday, April 23, 2014, and then we'll be heading for the finish line. Are you ready to run the race and cross the finish line?
Thurs., April 10, 2014 - 1.What images did the descriptions in the beginning of "La Vida Robot" created in your mind? 2. Review the list of all the "winning characteristics" that Mr. Cameron's team possesses as a whole, and the trait each individual team member possesses, which caused them to be the undisputed winners of the competition. 3. What can be attributed to this team's defeat of the "great" team from MIT? 4. Make sure to pay attention to the Unit 4 Performance Task and complete it correctly, minimizing quotations as much as possible, or eliminating them altogether; having too many quotations in such a short writing piece of writing is not appealing.
Wed., April 9, 2014 -
Tues., April 8, 2014 -1. Review/Scan/Skim "A Super-Powered Suit" and The"Super X-Ray" and compare and/or contrast both articles to the article you began reading in class today.2. Read "No Cell Phones? No Computers? No, Thank You! ", and annotate identifying Central Idea of each paragraph. Identify the Central Idea of the entire araticle and provide details to support your response. write an objective summary of the article. 3. What if you were invited to stay-away camp for one month of your summer vacation, and told you could have no form of technologies, would you accept the invitation? Why or Why not? Expain.
Mon., April 7, 2014 - (Today is the first day of the 4th and Final Quarter. Can you hear the clock ticking?) "Designing The Future" packet 1. Read the articles on pp. 7-11 entitled "Get Moving", "A Super-Powered Suit", and The "Super X-Ray", annotating as you read. 2. Identify the Central Ideas of each paragraph of each article. 3. Identify the Central Idea of each article, providing details to support your responses. 4. Write an objective summary and a personal response to each article.
Fri., April 4, 2014 - (Today is the last day of the 3rd Quarter.) "Designing The Future" packet 1. Read the articles entitled "No Cell Phones? No Computers? No, Thank You! and "Talking Gets Easier", annotating as you read. 2. Identify the Central Idea of each paragraph of both articles. 3. Identify the Central Idea of each article, and use supporting details from the texts to support your responses. 4. If you were invited to a stay-away camp for one month of your summer vacation, and you were not allowed to have cell phones or any other electronics, would you accept the invitation to attend the camp? Why or Why not? Explain your answer.
Thurs., April 3, 2014 - 3rd and Final Day of the NYS ELA Exam!!! -
Wed., April 2, 2014 - 2nd Day of the NYS ELA Exam - (Multiple Choice Questions, Short Responses, and one Extended Response) - Tomorrow's Exam will contain Short and Extended Responses only. In order to do a last practice before Day 3, do pp. of Ready. Don't forget to annotate.
Tues., April 1, 2014 - 1st Day of the NYS ELA Exam - (42 Multiple Choice Questions) - Tomorrow's Exam will contain Multiple Choice Questions, several Short Responses and one Extended (Essay) Response. In order to do a last practice before Day 2 of the Exam, do pp. Ready
Mon., March 31, 2014 - This is the last day before the beginning of the New York State ELA Exam! Tomorrow's exam will contain several selections and 42 Multiple Choice Questions. Review the strategies that you should use to answer these questions. Don't forget that you can always go back to the selections in order to get the correct answers. DO NOT LEAVE ANY BLANKS ON YOUR ANSWER SHEET!!!! To do a last practice before Day 1 of the Exam (Multiple Choice Questions), do pp. in Ready Practice, and do not forget to annotate.Important Notice: For the duration of the Exam, remember to eat dinner, go tobed early, get up early, eat breakfast, and come to school on time, so as take the Exam with your classmates, as opposed to taking the make-up with students who are not in your class.
Fri., March 28, 2014 - 1. Read the article entitled "Making the Best of Invasive Species", annotating, as you read, and identifying the central idea of each paragraph. 2. Identify the central idea of the entire article, and use strong details from the selection to support your response.
Thurs., March 27, 2014- 1. Complete the "Test Overview" packet, making sure that you're paying careful attention to what you're reading, because you'll find them on the New York State ELA Exam next week! 2. Very Important: Based on the results of your 3rd Quarterly, do the next intervention lesson in the Ready New York CCLS 2014 book. Remember to identify the lesson as Intervention"
Wed., March 26, 2014 -Ready New York CCLS 2014 - pp. 192-196 - Complete the activities on these pages. Be sure to read all directions carefully and follow them. - Check in with your "Study Buddy", and be sure to follow the guidelines given to you in the Close Readings and Hints.
Tues., March 25, 2014 -Ready Practice, Practice Test 2: Book 3, pp. 93-101 1. Read the play and story, annotating as you read, identifying the central idea of each selection. 3. Give five details from each selection to support your response. 4. Write an objective summary and five questions that will help to enhance the reader's comprehension of each selection.
Mon., March 24, 2014 -1. If you did not complete today's classwork (Lesson 3 in Word Generation) please do so. Ready NY CCLS 2014, Lesson 7, pp. 61-68
2. Read all directions carefully, paying attention to any words that are written in bold print, and any explanation that is given to clarify information that is presented. 3. Complete the activities in this lesson, making sure to fill in all charts, check in with your "Study Buddy", and follow the directions in the Close Readings and Hints.
Fri., March 21, 2014-Ready NY CCLS 2014, Lesson 6, pp. 53-60 1. Review the process of making inferences, using text evidence and background information/personal experiences.2. Complete the activities in this lesson, making sure to fill in all charts, check in with your "Study Buddy", and follow the directions in the Close Readings and Hints.
Thurs., March 20, 2014- "The Little Owls That Live Underground" - 1. Read the selection, annotating as you read, identifying the central idea in each paragraph. 2. Identify the central idea of the entire selection and give three details to support your response. 3. Write an objective summary of the selection. 4. Answer the questions which follow the selection. (Intervention - Mastery Exam #2)
Wed., March 19, 2014 -1. Ready NY CCLS 2014 Practice Booklet - Do Practice Test 2, Book 2, on pp. 81-92. While answering the questions, see if you are able to identify the standards that are being addressed in this test. You must also annotate, identifying Central Ideas in each paragraph, and write 5 questions for each selection. Please Note: The first two selections are due tomorrow, and the other is due on Friday, 3/21/14, along with any homework you're given tomorrow.
Tues., March 18, 2014 - Ready New York CCLS 2014 pp. 43-50 - Interim Assessment #1 - Read all directions carefully. As usual, when you read, annotate, identifying the Central Idea of each paragraph. Then tell the Central Idea of each article and give three specific details from each article to support your response.
Mon., March 17, 2014 - (A) 1. Finish activity on p. 7 of Word Generation (Pros and Con + defining words in context). 2. Answer the questions at the bottom of the page on whether or not child actors are exploited by the film and television industry. 3. Why is Honey Boo Boo popular with American audiences? 4. Read the article entitled "The Little League World Series' Only Perfect Game", and annotate, identifying the Central Idea and Main Events in each paragraph. 5. Identify the Central Idea of the entire article, and choose three details to support your response. (B) This is to be done in your homework notebook or section. 1. List the main events of the text in sequential order. 2. What Central Idea do these events have in common? 3. Write a one-sentence statement that tells the author's main focus.
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., March 14, 2014 - Ready New York CCLS 2014 , Lesson 5, pp. 35-42 - 1. Finish the activities, making sure to pay attention to all directions. 2.As you read, annotate and identify the Central Idea in each paragraph. 3. Identify Central Idea in the articles on pp. 30, and 32 and 33, and give 3 details from each article to support your response. Write three effective questions about each article. Central Ideas, supporting details, and your questions are to be done in the homework notebook or section.
Thurs., March 13, 2014 - 1 Ready New York CCLS 2014 , Lesson 4, pp. 27-34 - 1. Finish the activities, making sure to pay attention to all directions. 2.As you read, annotate and identify the Central Idea in each paragraph. 3. Identify Central Idea in the articles on pp. 30, 32 -33, and give 3 details from each article to support your response. 4. Write three questions about each article. Please Note: Central Ideas, supporting details, and your questions are to be done in the homework notebook or section.
Wed., March 12, 2014 - Ready New York CCLS 2014 - Lesson 3, pp. 19-26 - 1. Finish the activities, paying attention to all directions. 2. As you read, annotate and identify the Central Idea in each paragraph. 3. Identify Central Idea in the articles on pp. 22, 24-25, and give 3 details from each article to support the Central Idea you identified. Write three effective questions about each article. Central Ideas, supporting details, and your questions are to be done in the homework notebook or section.
Tues., March 11, 2014 - 1.Read the article, "Learning with Handhelds", annotating and identifying the Central Ideas in each paragraph. 2. Write the Central Idea of the entire article and give three details to support your response. 3. Write three (3) questions under the Before Reading, During Reading, and the After Reading columns about the article that you think are important enough to help someone gain a better understanding of the selection. 4. Write an objective summary of the article.
Mon., March 10, 2014 -(A)New Word Generation - If you did not complete the classwork, please do so. (Fill in the Pros and Con T-Chart for "Should Schools Have a Vocational Track?) 2.Answer the question at the bottom of page 1. Be sure to use details from the selection and from your prior knowledge to support your response.) (B) Reread/Scan/Skim the three articles that were assigned to you on Friday, March 7, 2014 and write five (5) questions about each article that you think are important enough to help someone gain a better understanding of the selections. (C) Answer the following questions based on Lesson 1 of Word Generation: 1) Why is Jimmy in the vocational track at his school? 2) How is the focus of a vocational track different from the focus of a college-preparatory track? 3) What are the benefits of a vocational track? 4) Why do people feel that the risk of having a vocational track exceed the benefits? 5) Define the word inherently. 6) Are comprehensive high schools inherently better than college preparatory ones?Don't forget to work on the assignment that is due this coming Thursday, if you choose to do it. Leisure reading is to be done at home and a response must be written for each reading session.
Fri., March 7, 2014 -1. Read the first three articles from the "Designing the Future" packet. 2. Annotate, identifying the Central Idea in each paragraph.3. What is the Central Idea of the entire selection? *Cite at least three textual evidence to support your response. 4. Write an objective summary of each article. 5. Why did the author of each article write the article? Cite textual evidence from each article to support your response for each article.*Pleasenote: You are missing book reviews for February, but here is suggestion for one review: From the list of African-American literature that you made in February from the "Big Book", choose one that is of a decent length and: read the selection, answer the questions that are at the sides throughout the selection, answer the "Critical Thinking" questions that come right after the selection, answer the "After You Read" strategy questions (Central Ideas, Author's Purpose, etc.), and do the "Literary Analysis" and the "Vocabulary" assignments. Be sure to identify the title,author, pages read, and story elements of the story. In addition, be sure to tell what you learned about the author from reading the synopsis that comes just before the story begins, and explain why you chose that particular selection, and if you would recommend it to anyone. You must answer in complete sentences, and you may write or type your answers. As usual, if you are writing on loose leaf paper, do NOT write on the back of the paper! *If you choose to do this assignment, it is due by Thursday, March 13, 2014.*
Thurs., March 6, 2014 -(A)The Language of Literature - 8, p. 196, Writing Option #1 - "Speakers' Dialogue" - Write this on loose leaf paper. (B) Ready New York CCLS 2014 -Lesson 8 - Do activities on pp. 68-72. Remember to read the directions carefully and follow them, pay attention to all words or phrases written in bold letters, and annotate (identifying central ideas) as you read.
Wed., March 5, 2014 -(A) Today you copied questions relating to two poems, "Mother to Son" by Langston Hughes and "Speech to the Young: Speech to the Progress-Toward" by Gwendolyn Brooks. 1. You are to reread these poems. (Students who do not have access to the internet, were told to copy the poems during class, at lunch time, or stay with me a few minutes after dismissal so they could get the poems.) 2. Answer the questions in complete sentences, and cite textual evidence which will strongly support your response. 3. Both poems are addressing young people; which poem seems more hopeful? Explain your choice. 4. Which of the two poems do you think offers the best advice for a teenager today? Give reasons for your choice. (B) The Language of Literature - 8, p. 196, Writing Option #2 - Advice Poem - Write this on loose leaf paper. (C) If you do not have a work-in-progress folder, which was requested from September 2013, please get one by Friday, March 7, 2014.
Tues., March 4, 2014 -P.H.L. pp. 522, Critical Thinking - Copy questions and CCLS that are being used in the questions. Answer the questions in complete sentences, making sure to cite textual evidence to support your responses. This assignment must be done on loose leaf paper, and it will be graded! 2. P.H.L., Page 523 - Do "Literary Analysis: Biography and Autobiography" and "Vocabulary - Acquisition and Use"; this , too, must be done on loose leaf paper. Do not combine this activity with the "Critical Thinking" activity.
Mon., March 3, 20124 -A. 1. Word Generation, pp. 67-68; Finish today's classwork, identifying the Pros and the Cons for the controversy relating to whether or not single-gender education should be an option for families or should all public schools be co-ed. 2. Answer the question at the bottom of page 67; put in classwork notebook. Answer the following questions in your homework notebook or section: 3. In this passage, why is Jenny worried about living in the college dorms? 4. What are the advantages of single-gender education for boys? For girls? 5. How would single-gender lessons make it difficult for boys or girls to adapt to situations with both genders? 6. Would you like to attend certain classes with all girls or all boys? Which classes? Why? Explain your responses in complete sentences, citing textual evidence that strongly support your answers.
B. For the Performance Task you worked on about graffiti being seen as art. Search the internet to find a graffiti that represents art, but you CANNOT use one that you used before! This is to serve as a cover page, plus add some diversity to the back bulletin boards. C. All overdue assignments must be brought in no later than Wed., 3/5/14; your portfolio MUST be updated and nothing should be missing! FEBRUARY'S BOOK REPORTS/REVIEWS ARE OVERDUE!! Get them done and turn in ASAP!
Fri., Feb. 28, 2014- Ready Practice, Practice Test 2, Book 1 - Read and annotate, identifying central idea in each paragraph. - Answer the multiple choice questions that follow each selection.
Thurs., Feb. 27, 2014 - Parent/Teachers' Conference - Half Day - No new assignment was given.
Wed., Feb. 26, 2014- A. 1. Revisit Ready NY CCLS 2014, pp. 164-165, 167-168.; read each poem, write its title and poet's name, and tell what is being said in each stanza or groups of lines. 2. Identify the rhyme scheme in each poem and give an example of each rhyme scheme. 3. What is the Central Idea in each poem? 4. Analyze each set of poems ("Annabel Lee" & "Remember" and "A Nation's Strength" & "I Hear America Singing") and tell how their structures differ and how they are similar (Compare & Contrast). 5. How does the structure of each poem lends itself to the meaning of the poem? Explain. 6.. Which poem's structure made it easier for you to understand the poem? Explain 7. Which poem's structure made it most difficult to understand the poem? Explain. Section A must be done in your homework book or section. B. "Big Book", pp. 515-523 - Put on loose leaf; do not write on the back of the loose leaf. 1. Change Main Idea to Central Idea!! Do all theCentral Ideaand Critical Viewing questions that are asked throughout the pages indicated; Use RATE when answering these questions, and put the Critical Viewing on a separate sheet from the Central Ideas.Due Date: Friday, February 28, 2014. Don't forget that you should be reading for at least 30 minutes per night and write a response for every reading session; why not try Notice #2 below? Doing this will help you to improve your comprehension and writing skills and propel you to a Level 4!! Try it; you may be surprised!!**
Tues., Feb. 25, 2014- (A) Review the literary terms you were introduced to when we read "The Most Dangerous Game" (onomatopoeia, foreshadow, flashback, personification, irony/ironic, plot twist, simile, metaphor,...); tomorrow you'll have a test on Richard Connell's use of literary device in "The Most Dangerous Game". (It is a good idea to scan, skim or review the story before the test tomorrow.) (B) P.H.L. - 1. Copy vocabulary words on p. 512; put in vocabulary section. 2. Read p. 513. What information did you learn about Maya Angelou from reading this page. 3. Read the excerpt from "I Know Why The Caged Bird Sings", which is on pp. 515-522, and identify the story elements. 4. Answer all Autobiography and Reading Check questions. Use RATE when answering the questions.
NEWS FLASH! ! 1. At the end of this week we will be half way through the 3rd Quarter/Marking Period! Any late writing assignments must be brought in by the latest Monday, March 3, 2014, and they must be signed by a parent or guardian.
2. Beginning next Monday, you'll have exactly four weeks before the State ELA Exam begins (April 1, 2014), so you need to get ready for it!!!!!**
When you read your Leisure Reading book(s), and homework assignments from your ELA, Science, and Social Studies classes, try and identify the CCLS that are addressed in each reading selection. In addition, pay attention to the structures of the texts, analyzing them, and identifying their importance to the text and why the authors chose to write in that manner. QUESTIONS? Feel free to see me.
Mon., Feb. 24, 2014- (A.) Finish classwork (Word Generation, p. 61), if you had not done so already. Be sure to fill in the Pros & Cons T-Chart and answer the question at the bottom of the page, making sure to cite evidence from the selection to support your stance. (B.) Using RATE, answer the following questions based on today's Word Gen. lesson: 1. Why did Senator Kennedy proposed to extend day of school in Massachusetts? 2. What might an extended day look like at your school? 3. What is the meaning of radical? Do you think extending the school day will be a radical change for the educational system? Explain your reasons. 4. Define component and crucial. What are some of the components that are crucial to the success of an extended school day? 5. Why do you think some people think extending the school day is not enough? Explain. How many Focus Words can you use in your answers to the questions above? Underline all the Focus Words you were able to use. (C.) Do the activity on p.62 of Word Gen. (D.) Revisit the questions you answered on pp. 60-80 of the Ready Practice Booklet, Practice Test 2: Book 1, and identify the CCLS that is addressed (focused on) in each question. For example, RL.8.2, which addresses the skills of Determining Themes and Central Ideas, and Summarizing Literary Texts, or RI.8.1, which address the skill of Citing Evidence to Make Inferences. Remember to look at the Table of Contents of the Ready New York CCLS 2014 in order to get this task done accurately. (E.) The final copy, along with the other drafts and edited copy, of Unit 3 Culminating Task is due tomorrow.
Fri., Feb. 14, 2014 - 1.Revise/Proofread/Edit Unit 3 Culminating Task. 2. See info. in Thursday's section.
Thurs., Feb. 13, 2014 -Today you were given Ready New York CCLS Practice Book; do NOT do any of the practice tests unless they are assigned to you. - 1. During the mid-winter break, do Practice Test 2:Book 1 (pp. 58-80) only! You must annotate as you read, identifying Central Ideas of paragraphs and entire selections, along with supporting details. 2. Write first draft of Unit 3 Culminating Task, and do not forget to read your Leisure Reading book and write a response. 3. If you're missing any assignments, make them up during the break, get them signed, and turn them in on Mon., Feb. 24,2014, when we return from the break.
Wed., Feb. 12, 2014- 1. Research and find an additional valid source that supports the claim that art and music instruction in school are beneficial to students overall academic success. 2. Read each article and annotate as you you read, identifying the Central Idea and Supporting Details of each paragraph. Then write the Central Idea of the entire article, identifying the Supporting Details. Do this for all the article; put on the back of the articles. 3. Read the Culminating Task and write an organizer for it. In addition, write a Bibliography for the resources (4) used for this assignment.
Tues., Feb. 11, 2014 - { 1.} Finish the classwork that you did not finish today, making sure that you complete the Task completely and correctly. Do not use as evidence any detail if you do not understand what it means! { 2.} P.H.L. p. 649, #6 --- a) Copy the poem entitled "Poem to Describe" then read it carefully, paying attention to the rhyme scheme that the poet uses. Underline the end rhymes and identify which it is. b) What story is the poem telling? What is the name given to a poem that tells a story? c) Answer questions #6, making sure that you do all that it's telling you to do. {3.} Ready New York CCLS 12014 a) Read pp. 3 - 10, including all directions and explanation, making sure that you annotate as you read, identifying the Central Idea in each paragraph. When you're finished reading the selections, do the Close Readings, Hints, and answer the questions, and don't forget to check in with your Study Buddy. You should go back to the selections to make sure you have the correct answers, and especially when you are doing the Short Response questions; remember to use RATE (Restate, Answer, Textual Evidence) when answering the Short Response questions.
Mon., Feb. 10, 2014 -1. Reread the article entitled "Graffiti: Art Through Vandalism". Explain how the author supports the claim that graffiti is a legitimate form of art. Cite two (2)specificdetails from the text to support you answer (Short Response). - Write a first draft on loose leaf, along with an organizer. - Revise your first draft, put it on loose leaf paper, and edit, using a different color ink. Then write the final Short Response and the organizer (about 7-10 sentences). 2. P.H.L. p.649, "After You Read" Do questions 1-5, answering in complete sentences; don't forget to write the questions also. Make sure to indicate what CCLS is being addressed in each question. This is to be done in your homework notebook or section.
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri. Feb. 7, 2014- 1. Scavenger Hunt: Look through the "Big Book" {P.H.L.} and list every selection {poems, biographies, autobiographies, speeches, etc.} and pages relating to Black History or African-American. Write your findings in your homework notebook or section. Reminder: Bring in your Intervention Notebook for Zero Period.2. February is Black History Month! Do a mini-research to find out who started the celebration of Black History and why, and any important facts you can find out about this person and his beliefs. Write answers in your homework notebook or section. 3. A} P.H.L., pp. 638 - 641 - "Analyzing Poetic Language" - Read these pages and write the "important" information presented about the use of poetic language. B} p. 642 - "Close Read: Analyzing the Impact of Word Choice" - Read this page and copy "Clues to Word Choice Analysis" in your homework notebook or section. C} pp. 643 -644 - Read the poem written by Nikki Giovanni entitled "A Poem for My Librarian, Mrs. Long" {You never know what troubled little girl needs a book.}. As you read this model, pay attention the information in the margin that is color coded with stanzas and lines in the poem. Based only on p.643, what do you know about the poet? D} pp. 645 - 648 - Independent Practice Read the two poems found between these pages, {1} "Describe Somebody"and {2} "Almost Summer Sky" by Jacqueline Woodson, and answer the questions that are asked along-side each poem; put your answers in your homework notebook or section.
Thurs., Feb. 6, 2014 -P.H.L. pp. 636 - "What is the secret to reaching someone with words?" Read and write an objective summary of the paragraph. Do you think you have an objective answer to the "Big Question"? Explain. 2. P. 637 - Read the directions on the page very carefully, then do exactly what the directions tell you to do. This portion of the task must be done in your voc. section of your notebook. Be sure to separate the sections by indicating where the 3rd Marking Period begins (folding a page into an arrow with the point pointing towards the pages that are not yet used, and then write 3rd Marking Period - February 3, 2014.
Wed., Feb. 5, 2014 - Teacher was absent due to bad weather and health.
Tues., Feb. 4, 2014 -
Mon., Feb. 3, 2014 -1. Ready New York Revisit the assigned pages and answer the subtitles (Headings written in smaller font size than the Main Title of the article; for example p. 16, from "Language Change", and "Why They Change". You should underline the answers in the Ready... book, but write the subtitles and answers in your Homework book or section. These are the pages to revisit: pages 16 & 17; 114 (Check your "Study Buddy" and identify the key concepts in each paragraph and the details that support them - Circle key ideas and underline supporting details.); 116-117 - Answer the subtitles that come under the main title from "The Little Rock Nine"; and 120 (Don't forget to reread the editorial carefully and pay attention to what each box is asking you to do.) 2. Use the Reciprocal Reading Strategies Chart to help you better understand the key concepts /central ideas of the article entitled "Should The U.S. Support The Development of More Biotechnology to Genetically Modify Food? 3. Answer the questions on the bottom of p. 49 of Word Generation.
February 3, 2014 is the beginning of the Third Marking Period or Quarter!!!!If you failed or did not do as well as you could have done in the first half of the school year, you still have two Marking Periods to make up for lost time; however, you must work very hard because now you're playing "catch-up" and that's very hard to do, but it can be done.Do the Math!!
Fri., Jan. 31, 2014 -1. Ready New York CCLS 2014 Read pages 164-170, annotating as you read; identify the Central Idea and Supporting Details in each paragraph. Read all directions carefully and follow them! Do the Close Readings and Hints, and listen to what your Study Buddy has to tell you. Pay attention to the short responses, and remember to go back to the text and use evidence to support your response.
Thurs., Jan. 30, 2014 -1. Make all necessary corrections to your Graffiti Essay, addition transition words and grade level vocabulary. Remember that you MUST take a stand, you cannot go for each! 2. Whatever missing work you may have that are still in the "open Window" get them done, signed by parent/guardian, and turn in tomorrow!!!
Wed., Jan. 29, 2014 -A. Your Response To Graffiti Essay is due tomorrow! If you are typing, instead of double spacing use space/line 1.5; this will give you a better chance to get all the information on one page, or just a little over one page. Remember to adhere to the guidelines specific to the Task! (See Friday's Assignment A below) Don't forget to use higher level vocabulary words ( from articles or your knowledge) and appropriate transition words. As usual, you must proofread and edit your final copies, as well. Tomorrow you will turn in the following: Final Essay and Organizer, Edited copy of Essay and Organizer, and First draft of Essay and organizer. *Remember to read your final copies aloud to yourself (or to someone else, if you can) to make sure that you have said what you wanted to say. Choose a structure for your essay that will make it easy for your readers to understand what you're saying. !!**
B. Prentice Hall Literature - Do the Critical Thinking Activity that is on p. 118; write both questions and answers and put on loose leaf paper or type. Don't forget to cite textual evidence to support your response.
Tues., Jan, 28, 2014 -1. Ready N.Y. - Continue work started in class - pp. 161-163. Annotate as you read, writing the central idea of each stanza. Read and follow directions and pay attention to the Close Reading, Hint, and Show your Thinking. Tomorrow you will take Unit 3 - Mastery Test #2 and "The Most Dangerous Game" Test #1.
Mon., Jan. 27, 2014 -1. Skim or Scan the story on pp. 115-118 of Prentice HallLiterature and answer the "Author's Purpose" questions on pp.116 and 117; "Critical Viewing" questions on pp. 115-117; Reading Check on p. 117; and "Spiral Review" - Central Idea question on p. 118. 2. Answer the following question based on the events in the story: Is truth the same for everyone? Cite Textual Evidence to support your response.
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., Jan. 24, 2014 -A. Graffiti: Art or Vandalism? Based on the information you gathered from reading the four articles on graffiti (see homework assignments for Jan. 10th, 15th, 17th and 23rd), where do you stand? Make a choice: Art or Vandalism? Use information from the articles, plus your prior knowledge and point of view to support your stance. Don't forget that you must give credit to the authors or articles used, if authors' names are unavailable!! Be sure to acknowledge and respond to the conflicting evidence or viewpoint. You will need an Introduction, a Body (conflicting opinion and reasoning and your stance with textual evidence and personal experience), and a Conclusion. Choose an appropriate graffiti, nothing with nudity, guns or weapons of any kind, drugs, or smoking! In addition, you may write your name in graffiti, if you wish.
Remember that you must do a Planning Page BEFORE you begin to write your brief essay! (B) Prentice Hall Literature (Big Textbook) , pp. 111-118. 1. Read pp. 111-112 and copy the voc. words, meanings, and sentences. 2. Read p. 113 - Who is Annie Dillard and what advice does she give? 3. Read the story entitled from "An American Childhood", pp. 115-118. 4. Do the Reading Skill: Author's Purpose and the Literary Analysis: Mood on p.119.
Thurs., Jan. 23, 2014 -1.Ready NY CCLSpp. 124-126 Read, annotating as you read. Identify the Central Idea and underline thesupporting detailsin each paragraph. Answer questions that follow. B. "Night Falls, and 5Pointz, a Graffiti Mecca, Is Whited Out in Queens" Read and annotate, identifying Central Ideas and Supporting Details in each paragraph. Apply the Reciprocal Reading Strategies while reading this article. What is the author's purpose for writing this article?
Wed., Jan 22, 2014 -Ready N.Y. CCLS, pp. 119-123
Tues., Jan. 21, 2014 -(A)1.Reread the article entitled "As Legal Graffiti Disappear, Street Artists Ponder Future", underline and define any unfamiliar words you may not know the meanings of. 2. What connections can you make with the article and the pictures in the article? Explain. 3. What is the author's purpose for writing this article? 4. What is the Central Idea of this article? Write an objective summary of this article. (B) Ready N.Y. CCLS 1. Reread the last articles on pp. 16-18 and 116-118. For what purpose did each author write the article? 2. Write an objective summary of each article. 3. After analyzing both the style and structure of each article, which article was easier for you to understand? Explain.Be reminded that time is running out for you to turn in signed, late assignments, including Book Reviews of books read on your own and the two stories read as a class; follow the guidelines for writing the reviews and the assignments.
Mon., Jan. 20, 2014 -Celebration of Dr. Martin Luther King, Jr.'sBirthday - School is closed.
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., Jan. 17, 2014 - 1.What is the article entitled "As Legal Graffiti Walls Disappear, Street Artists Ponder Future" saying? 2. Read the article and annotate (Write notes, questions, etc. in the margins, or in your notebook, identifying each paragraph that is matched up with the annotation.). 3. Apply the Reciprocal Reading Strategies as you read this article.4. Read pages 116 - 118 of Ready New York CCLS 2014, annotating as you read. Pay careful attention to the structure of the articles (book and graffiti handout) and tell how the structure enhance the meaning of each article.
Thurs., Jan. 16, 2014 -Ready New York CCLS 2014 1. Read pages 111-115, annotating as you read. Be sure to pay attention to and follow the Directions, Close Readings, Hints, and your "Study Buddy". You may use the Reciprocal Reading Strategies, if they will help you to better understand what you're reading. PAY ATTENTION TO THE STRUCTURES OF THE ARTICLES and how they help to determine the meanings of the texts!!! 2. Do exercise on page 38 of Word Generation.
Wed., Jan. 15, 2014 -1. Read the article that was assigned today entitled "When is Graffiti Art and When is it Vandalism?", annotating as you read. 2. Compare and contrast the structure of this article to the one that was assigned on Friday, Jan. 10, 2014. 3. What are the point of views of the authors of these two articles? 4. How does the different structure of each article help to enhance your understanding of the article's meaning? 4. Which text structure gave you a better understanding of the issue discussed in each article? Explain. Note: Begin to review your notes and activities done on "The Most Dangerous Game". Reread the story, or portions of it, if necessary, because you will be tested on it next week.
Tues., Jan. 14, 2014-Ready New York CCLS2014,pages 11-18. Complete the classwork, if necessary, paying careful attention to and following directions, Close Readings, Hints, and your "Study Buddy". 2. Following the same procedure, finish the lesson for Homework.
Mon., Jan. 13, 2014 -1.Reread the article on p. 37 ofWord Generation.If you had not already done so, use context clues to define the Focus Words. 2. Answer the "What do you think" question that is at the bottom of the page. 3. Do the activity that is on p. 36 of the Word Generation book.*4. Remember that you should be reading and writing a response on a daily basis. If you have any missing assignment(s) that is (are) in the "acceptable window", get it done, signed by a parent or guardian, and turn it (them) in!**
Fri., Jan. 10, 2014- 1. Read the article entitled "Graffiti: Art Through Vandalism", annotating as you read. 2. What are the central ideas in each paragraph? 3.What is your impression of the graffiti that is in the middle of the first page of the article? 4. What is your opinion about the issue discussed in the article? Explain.
Thurs., Jan. 9, 2014- 1. Voc/Usage - Finish writing the part of speech and the definition for each of the voc. words you began defining in class today. Then, paying careful attention to the part of speech, write a sentence with each word. The sentences should reflect the meanings of the words.* 2. Find the Characterization assignment that was given to you on Dec. 19, 2013, and write it neatly on loose leaf paper or type it, using font size 14 and a style that can easily be read. Do not write on the back of the loose leaf! * ( 3.) Answer the following questions and put the answers on loose leaf paper, or you may type it. a.) Who is your most favorite character in "The Most Dangerous Game" and why? Explain, citing evidence from the text to support your response. b) Who is your least favorite character and why? Explain, citing evidence from the text to support your response. Please note that this assignment will be attached to the Characterization Assignment and be counted as one assignment.
Wed., Jan. 8, 2014 -1. Define the following words and use each in a sentence: tangible, intangible, allegory, onomatopoeia, double-entendre, wholesome, anthropomorphism, ennui, conniving, antagonist, protagonist, pier, Parisian 2. Study your notes on "The Most Dangerous Game" on which you will be tested tomorrow, one of several tests you'll be given on this story. 3. Reminder: Reviews on both literature ("The Story..." and "The Most...") are due tomorrow. (This was put on late and many students did not get it and so it will be done in class
Tues., Jan. 7, 2014 - 1. Do exercise on page 32 of Word Generation. 2. Work on the Reviews of "The Story of Keesh" and "The Most Dangerous Game", which are due on Thurs., Jan. 9, 2014.
Mon., Jan. 6, 2014 - 1. 1. Answer the four questions that are on page 31 of Word Generation, in addition to the two questions that were dictated to you. 2. Begin working on the Review of "The Most Dangerous Game"; you should have already done one on "The Story of Keesh". Both are due on Thurs., Jan. 9, 2014. Make sure that you are up-to-date with all your assignments. In no time at all, the Quarter will be over.
Fri., Jan, 3, 2014 - 1. School was closed due to the terrible snow condition on the roadways.
Thurs., Jan. 2, 2014- 1. Finish working on the Culminating Task for Unit 2 - Survivor. 2. Be sure to complete the Characterization assignment that was reviewed and clarified in class today, and was first assigned on Friday, 12/20/14. It's very important that you review and follow your notes as you complete the task. Be sure that sections of the Tests on "The Most Dangerous Game" will deal with characterization! 3. The Business Letter Test that was postponed before the Christmas break will be given to you before the Test on "The Most Dangerous Game" (sometimes this week so study your notes).4. Don't forget that you should be reading daily and responding to what you have read! Six Book Reviews are due before the Marking Period/Quarter ends on Friday, January 31, 2014!
Happy New Year! The time is fast approaching for the ELA Exam, so everyone need to tighten their seatbelts as we work rigorously towards passing this test with "flying colors"! It won't be easy, but it can be done, if you're willing to challenge yourself and do your very best!!! Ready! Set! Go!!!!!
Fri., Dec. 20, 2013- 1. Write the Culminating Task for Unit 2 - Survivor. Read the Task very carefully to find out what it is asking you to do. As usual, before you write your essay, be sure to make an Organizer, which will be used as a guide to help you complete the Task. Don't forget to cite textual evidence and references, making sure to use vocabulary words from the text in your essay and to use appropriate Transition Words in the right places. 2. Don't forget to read and respond after every reading session. You must turn in 6 Book Reviews by Friday, January 31, 2014! 3. If you're missing any work within the 'safe zone' for accepting late work, please make them up, have a parent or guardian sign them, and being them in on January 2, 2014, or the next time you come to school.
4. Don't forget to complete the i-Ready Diagnostic Reading Test and any assignment that is given to you.
Thurs., Dec. 19, 2013 - 1. Complete classwork on characterization of the 4 major characters! 2. Pg.10 - "A new.....wits." Why do you think Rainsford is preoccupied with knowing the kind of new animal the general is talking about? 3. "I wanted the idea...not." What is the general talking about and What is Rainsford's reaction to it. 4.* Write a rewiew of "The Most Dangerous Game" by Richard Connell. Put on loose leaf. (a)Exposition: (Background info, introduction to setting, characters, and conflict. (b) Rising Action:, (c) Climax:, (d) Falling Action:, (e) Resolution:, (f) Theme: 5. Write a response to the character, settings, and plot: (b) Would you recommend this story? Why or Why not?
Wed., Dec. 18, 2013 - 1. Finish the Reciprocal Reading Chart for pages 16-20 of "The Most Dangerous Game" that you began in class today. REMINDER: Tomorrow you'll get a quiz on Story Elements and the parts of the Business Letter, so review your notes!
Tues., Dec. 17, 2013 -A) Continue the Reciprocal Reading Chart for pages 11-15 that you started in class today. B) Answer the following questions: 1. Page 11, "Life is for the strong .... score of them." What does this reveal about Zaroff's feelings about other humans? 2. Page 11, bottom of the page, "The general's left eyelid .... with me." What is the general telling Rainsford? 3. Page 12, top, "Watch! Out there!" .... civilized here." What has General Zaroff revealed to Rainsford in these words? Be specific. 4. Read "A trace of anger .... tomorrow? How do you think Rainsford is feeling at this point? Be specific. 5. "We'll visit .... held his tongue in check." What is the general implying, and what does it mean when the author say that Rainsford 'held his tongue in check"? What is the importance of Rainsford holding his "tongue in check"?
Mon., Dec., 16,2013 -1. Continue identifying figurative language used on pages 1-10 of "The Most Dangerous Game"; tell what each is saying. 2. Page 7, paragraph 4, "Whenever....narrowly." What do you think is happening here? Explain. 3. What do you think is the importance of page 7, paragraph 4?4. Page 7, "Hurled me ......brute." What does this tell you about the general? 5. Reread Connell's description of General Zaroff on page 6, starting with "He is a Cossack.....So am I." Also, bottom of page 7, "he was smiling ... smile." What is Connell saying about the general? Explain. 6. Page 8, last paragraph and the top of page 9, describes the general's early life experiences. How do you think his early life affects him as an adult? Explain.
Fri., Dec. 13, 2013- A) Read pages 6-10 of "The Most Dangerous Game" and answer the following questions, citing evidence from the text to support your answers: 1. Upon meeting General Zaroff for the first time, what were Sanger Rainsford's impressions of him? 2. What is your impression of General Zaroff? 3. Who is Ivan and what is your impression of him? 4. Describe the island and General Zaroff's home. 5. Why do you think the author put such a home in the middle of this island? 6. During their dinner and conversation, what did Rainsford come to realize about Zaroff, and what clues gave Rainsford the realization? 7. Based on the current situation, make a prediction about the events that may take place throughout the next five pages.
Thurs., Dec. 12, 2013- 1. Scan the rest of the story and underline sentences which contain unfamiliar words. 2. Write the unfamiliar words in your voc. section of your notebook. 3. Using the context or the dictionary, write the meaning of each word, including the part of speech. 4. What are your feelings about the story, so far? Explain.
Wed., Dec. 11, 2013- 1.Read, reread, or scan the first five pages the story, "The Most Dangerous Game", and describe the setting(s) that you've been introduced to, so far. 2.Name and describe the characters you've met in the story, so far. 3. What questions do you have about what you've read, so far? 4. Make a prediction; based on what you already know, what do you think will happen next?
Tues., Dec. 10, 2013- 1. Read pages 2-5 of the story entitled "The Most Dangerous Game". Did the predictions you made after reading page 1 come true in any of these pages? Explain. 2. Underline any unfamiliar words and try to define them in context. If you're unable to do use, use a dictionary to help you. Don't forget to write the part of speech for each word. 3. What story elements can you identify throughout the first five (5) pages of the story?
Mon., Dec. 9, 02013- 1. Make sure you've completed the assigned tasks accurately. Do whatever work they need , get them completed, and turn them in tomorrow, 12/10/13.
Fri., Dec. 6, 2013- 1. Continue working diligently on the Performance Task, making sure that you're following all the directions, and successfully completing the Task. This assignment (first, revised, edited, and final copies of the essay and organizer; make sure that you have included all of the things list below in assignment for Dec. 5th) is due on Tues., Dec. 10th. You may TYPE the FINAL copies ONLY! Remember, if your assignment is hand-written, you must NOT write on the back of the paper, skip a line between each paragraph, take your time and write neatly. This writing assignment is due on Tues., Dec. 10th! 2. School-wide writing assignment on thequestion, "Should Secret Wiretapping be Legal?"A) Write a new organizer in your notebook in which you state your stance. You should have at least three reasons, supported with relevant, specific details, which can come from the article, in addition to your personal perception, notion, or ideas; the first draft of theBe sure to include the required Focus Words (All of Lesson 5, and appropriateones from Lessons 1-4), and citations in the organizer, as well as in the letter, itself. B) Following the appropriate format for writing the Business Letter, complete your Task as follows: Paragraph 1: Introduce yourself (name and age), tell what class you're in, the school you attend, and the address of the school. In addition, tell why you are writing this letter; state your stance and mention your reasons, but do NOT explain them here! (This works like your Thesis Statement in an essay.) Body: Each reason must be written as the topic sentence for each paragraph. This will be followed by your supporting details (cite textual evidence and reference, and add your own personal feelings or ideas). The Body will contain three well-developed paragraphs! In the Conclusion you will tell what you're expecting the Senator to do. You can tell her/him to send you a response to the address in the Heading, or give an email address where he/she can send you a response via the internet. Be sure to put the Closing in the correct place and use the appropriate term. Of course, do not forget your signature and your printed name! C) Revise the letter and organizer in your notebook, then write the revised versions on loose leaf papers; the organizer and the letter must not be written on the same paper! D) Proofread your letter and organizer and edit them with different colored ink. Underline ALL the Focus Words you used in the letter; you may do this with colored ink, if you wish. After you're sure that you have correctly completed the Task and edited letter and organizer carefully, you may then write the final letter and organizer. Yes, you may type the final copies, but you MUST follow the guidelines for typing! You must also follow the guidelines for hand-written pieces! When all is said and done, you will have the first drafts in your note book, and two (2) copies of your revised,edited, and final letter and organizer on loose leaf or typed. If you need help, remember that your family members are there to help you, and you MUST go back to the articles in the Word Generation book, especially to see how the Focus Words were used.
Thurs., Dec. 5, 2013- 1. Continue working on the writing piece, inserting vivid language(figurative language), cite specific textual evidence and references, use appropriate Academic Vocabulary and voc. from the "Words to Know, and add appropriate Transition Words in the proper places. Remember to adhere to the Task. 2. If you did not use all of this week's Focus Words in the assignment that was given to you on Monday, and some of the Focus Words from the last four weeks, please do so, making sure that you're using each word correctly. (Feel free to go back to the selections and see how each word was used.)
Wed., Dec. 4, 2013- 1. Choose one of your state senators to whom you would like to write a letter regarding your stance on the illegality or the legality of the Protect America Act, which was started by former President Bush. Using the Business Letter Format, write the Heading and the Inside Address correctly. (Don't be afraid to go back to your notes to make sure you have a clear understanding on how to write these parts of the Business Letter.) This is to be placed on loose leaf paper 2. Add more examples and details, cite evidence from the text and be sure to cite the references also (title of article, page and paragraphs) to the personal section of Monday's assignment (#3); these things are necessary as you will be using them in your letter, along with the correct usage of the Focus Words. After having done this, use the information to write an Organizer (Planning Page), which should be placed on loose leaf paper and put in your Work-in-Progress Folder.
Tues., Dec. 3, 2013 - 1. Do the activity on page 26 of Word Generation. 2. Who are your state's senators and how can you contact them? 3. If you owe any assignments that are within the 'acceptable period', get them done, signed by a parent or guardian, and bring them in! 4. If you did not take the test on "Tears of Autumn", which was given before the break, see me before the week ends so you can take it, or your grade will be a zero.
Mon., Dec. 2, 2013- B. Read or reread page 25 of Word Generation, "Should secret wiretapping be legal?". 1) What reasons do the people who agree with the Protect America Act give for their stance? 2) What reasons do the people who are against the Protect America Act give for their stance? 3) What do you think? Should secret wiretapping to help the government catch terrorists be legal? Or do you think, notwithstanding the risks of a possible attack, nobody should be able to spy on our conversation without telling us? Where do you stand? Cite textual evidence, personal and prior knowledge to support your stance.
A. Complete the activity on page 24 of Word Generation by transferring the answers that you wrote in your notebook on November 25, 2013.
Wed., Nov. 27, 2013 - 1. Continue revising your Performance Task and Organizer. Be sure to include vivid details (figurative language), use appropriate Transition Words, cite evidence and references to support your answers, use Academic Vocabulary and Words to Know correctly throughout your essay, and make sure you're doing exactly what the Task is asking you to do. 2. Write your revised version correctly, making sure you include all the revisions that were done to the first draft. 3. Using a different colored ink, proofread and edit your essay and organizer. You may have someone at home help you if you are having a problem. Do not go the 'cheating site" to get answers. Remember not to type any part of the essay as yet, and you should not write on the back of the loose leaf paper. For those of you whose penmanship need to be improved, take your time as you write and you will see the difference as you do this over and over. You are not expected to do the final version until I've seen the job you've done so far, so the final copies are not due on Mon., Dec. 2, 2013, only the edited version. 4. If you are able to do the i-Ready Diagnostic Reading Test in Reading during this time, go ahead and do it, but you must be very serious about the work. The grade you receive is very important! If you are not able to get any of it done at home, provisions will be made for you to get it done in school, so don't worry.
Have a safe and fun-filled Thanksgiving Day and weekend!
REMINDER: You should be reading for 30 minutes each day and writing a response to what you've read; don't forget that you must give me at least five (5) book reviews each Marking Period, and you are expected to read 25 books for the school year. Please Note: You must read different genres (kinds of books - fiction and nonfiction), and the comic books must be limited! As a matter of fact, show me the books you intend to read.
Tues., Nov. 26, 2013- Using your Planning Page, Task Sheet, and Rubric as guides, write the first draft of Unit 2 Performance Task. This is to be done on loose leaf paper; do NOT write on the back of the paper! Make sure that your penmanship can easily be read and understood. For those of you who need to improve your penmanship, take your time when you are writing and you will begin to see a difference. Remember, it's not speed writing you're doing. Make sure that you're keeping your work-in-progress in your Work-in-Progress Folder, where it should be neat and clean.
Mon., Nov. 25, 2013- A. Reread article entitled "Should Adoption Information Be Kept Private or Made Public?" on pg. 19 of Word Generation. Answer the following questions based on the article: 1. Why do some adoptive parents prefer closed adoptions? 2. Why do some birth parents prefer open adoption? Based on their context, write the meanings of the underlined words as they are used in the article. 3. Should all adopted children, like Phelan, have the right to know their birth parents? Or should some parents be allowed to keep adoption information private? Take a stance and give your reasons. Cite evidence to support your stance. If you personally know of someone, or have heard about someone in this position, you may use this as example also.
B. Write the Planning Page for the Performance Task about "The Story of Keesh." Make sure you are able to cite references, along with your examples! Pay careful attention to what you are being asked to do. Bullet your answers to each section that you are being asked to complete. Revisit your notes and choose relevant details to help you complete the task successfully.
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri.,Nov. 22, 2013- 1. Write the final copy of the Business Letter and the organizer. Make sure that you have written the Heading and the Inside Address correctly; go back and review the formats for writing the Business Letter, and follow the one that you are more comfortable with. You will be turning in the final letter and organizer, edited letter and organizer, and first draft of letter and organizer. Make sure that you have completed all the parts of the task: 1st paragraph - Introduce yourself, your grade and school you are attending, and tell why you are writing the letter. 2nd paragraph - State your stance on the question as to whether or not it should be illegal for people to rent pets. Then provide your argument/supporting details that will support or back up your stance. Remember, if you use facts from the article, please cite it as a reference and do not write it as your own; do not plagiarize!
2. Rereadpg. 268, from "Her uncle spoke....." to the end of the story on pg. 272. a) Answer the Critical Viewing, Settings, Reading Checks, and Compare Contrast questions within these pages; write the questions and answers, and put on loose leaf paper, or type, if you can. *Do NOT do the Compare and Contrast question on p. 272, since it was already assigned. Review the vocabulary words for this story.**
Thurs., Nov. 21, 2013- 1. Proofread your letter to your state assembly member and edit, using a different colored ink. Make sure you have used transition and persuasive words, and you have the correct name and address of your assembly person.Remember to proofread and edit your organizer, as well.
2. What do you believe is the Central Idea of the short story entitled "Tears in Autumn" and how would you describe Hana's personality traits? Cite evidence from the selection to support your responses. Write your response on loose leaf paper or type; it will be added to the last assignment where you had to identify the Common Core Standards that were addressed in each question. Review voc. for the story.
Wed., Nov. 20, 2013 - A. Create an organizer in which you list your arguments for your stance on whether or not it should be illegal to rent a pet. B. Write a revised business letter, using the Business Letter Format of your choice. In the first paragraph you should introduce yourself, your grade, and the school you are attending. In addition, tell why you are writing this letter. In the 2nd paragraph, write your stance, which will be the Topic Sentence. Your supporting details will be your reasons for your stance. If you use any information from the article, be sure to paraphrase or use quotation marks, if you are using a direct quote. Don't forget to cite your source (article, person, etc.) Don't forget to use Transition Words! Make sure you have a correct name and address of your chosen state assembly member. As usual, do NOT write on the back of the loose leaf paper.
Mon., Nov. 18, 2013- Word Generation - page 12 - A. Take a stance/position on whether our use of paper or plastic should be an individual's choice or be regulated by the government. Support your position with clear reasons and specific examples. Be sure to use the Focus Words in your response and write in the book. If you need more space, write on loose leaf and staple it to the page. B. 1. Reread page 13 and pay careful attention to the arguments given by both sides of the 'controversy' about renting pets; highlight or underline and number each argument for both sides. 2. If you were going to write to a member of your state assembly, what would you say? Should it be illegal to rent a pet? 3. Write a business letter to a member of your state assembly (you're able to find their names and addresses online), and present your case to him/her. Write on loose leaf paper, and, as usual, do NOT write on the back of the paper. Put the finished letter and organizer in your Work-in-Progress Folder. C. Since we won't meet tomorrow as a class, due to the half day, this assignment is due on Wed., Nov. 20, 2013. However, if you did not do the weekend's assignment correctly, please do it over.
Fri., Nov. 15, 2013- P.H. Lit. Text, pg. 272,Critical Thinking - Answer each question correctly, based on the short story entitled "Tears in Autumn" by Yoshiko Uchida, and cite textual evidence to support your responses. A.Tell which Common Core Standard(s) is being addressed in each question, for example, Key (Central) Ideas and Details, DrawConclusions, Evaluate, Interpret, etc. (Hint: Pay careful attention to the questions and you'll be able to identify the Standards being addressed.) 1. Draw a fourcolumnchart and label one column Common Core Standard, another Questions, the third Answers, and the final column Textual Evidence. Skim and or scan the story to locate the answers to the questions asked. 2. Compare and contrast Hana's feelings at the end of the story with her feelings earlier in the story. This assignment must be done on loose leaf paper or type, and you must adhere to the rules of using either form; if your answers are hand-written, they must be legible, easily read and understood. This assignment will be graded!
Thurs., Nov. 14, 2013- P.H. Lit. Text, pg. 273 - Do Reading Skills: Compare & Contrast, Literary Analysis: Setting, Craft and Structure, and the Vocabulary: Acquisition and Use in the "After You Read" section for the story entitled "Tears of Autumn".
Wed., Nov. 13, 2013- P.H. Lit. Text - 1. Read pg.264. 2. What do you think will happen in this story? 3) Read the short story on pages 265-272. 4.) Define each voc. word based on its context in the story. 5) Copy footnotes you find throughout the story. 6) Was your prediction correct ? Explain. 7) Write a brief summary of the story (Who? What? When?...)
Tues., Nov. 12, 2013- 1. Read Lesson two - "Should Our Use of Paper or Plastic Be An Individual Choice or Be Regulated By The Government?" in the Word Generation book. 2. Use context clues to tell the meanings of this week's Focus Words; write words, parts of speech, and meanings in your voc. section. B. Answer the following questions: 1. What is the controversy in this article? 2. What are the arguments the supporters of this controversy present to justify their stance? 3. What are the counterarguments the opponents give to justify their stance? 4. With which group (pros or cons) do you side with? Why? (Cite evidence from the selection to justify your support of your chosen group.) C. Do the activity with the "Focus Words of The Week" which is on pg. 8 of the Word Generation book. You may need to refer back to the selection and/or use a dictionary to help you.
Monday, November 11, 2013- School is closed for Veterans Day.
Fri., Nov. 8, 20131. Write a brief summary of the portion of the story, "The Story of Keech", that you read in class today. Be sure to include vivid details about the setting, which might become important to the plot. In addition, write a prediction telling what you think will happen next, keeping in line with the plot of story.*Be sure to use the Academic Vocabulary and Words to Know in your summary and prediction. 2. You are to read for least 30 minutes each day and write a response to what you have read. See Reminder below.**
Thurs., Nov. 7, 2013- 1. Use the next ten (10) Words to Know in sentences, where the context of the sentences will convey the meanings of the words.
Wed., Nov. 6, 2013- 1. What is context clues? 2. Write a sentence using the Academic Vocabulary and the first four of the Words to Know you copied in class today; total of 10 sentences, which should be written in your homework notebook. Your sentences should contain context clues so that anyone reading them will be able to tell the meaning of each word, just by the way it is used in the sentence.
B. Reminder:You should be reading for at least 30 minutes per night and writing a response ( connections, questions, point of view, predictions, etc.) to what you have read. If you do this, you should be able to achieve the goal of reading twenty-five (25) books for the school year. You must not read all "baby" books; challenge your mind and see where reading will take you! Read different kinds of genres, and broaden your horizon.
Tues., Nov. 5, 2013...... School is closed for Election Day.
Mon., Nov. 4, 2013 - Read "Should Schools Be A Place For Debate?" Pay careful attention to how the "Focus Words" are used within the article; remember that you will be using these words in your other classes, as well. 2. Answer the following discussion questions in your classwork notebook: a) From the author's description of debates, what do you think classroom debates look and sound like? b) Where does the author give evidence that debating in school is a bad idea? c) Where does the author give evidence that debating in school is a good idea? d) Did the author justify both sides of the controversy in this passage? Or do you believe she or he gave a biased account of the controversy of debating in schools? e) Why did the author begin the passage with two short stories about two different classrooms? f) Have you ever participated in a debate? What do you think makes for a good debate? What makes debates difficult? Remember that you are able to annotate, or underline in the book as you read! Please keep your book neat and clean, and don't forget to bring it to school with you every day, as it will be used by your other teachers, as well.
IMPORTANT NOTICE: Well students, we've finished one quarter, and the 2nd quarter has begun! As I mentioned in class, there will be certain changes in regards to LATE WORK that will take place for the remainder of the school year. Homework: If you did not do the homework for any reason what-so-ever, you must get it done WITHIN the SAME WEEK and turn it in with the signature of your parent or guardian, if it's to be accepted. Checking homework that is over a month late will no longer take place! TESTS: If you are absent when a test is given, it is yourresponsibility to see me immediately upon your return to school to schedule a time to take the test you missed. WRITING ASSIGNMENTS: These must be turned in when they are due, or within the following week, and they must also be signed and dated by a parent/guardian! BOOK REVIEWS: You are required to read 25 books by the end of the school year; therefore, you should turn in about 5 reviews for each quarter. You must follow the formats that were given to you and which should be a part of your notebook (taped, glued in, or stapled)! We have a lot of work to do, so let's begin!
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., Nov. 1, 2013- 1. Know the meaning of each Academic Word and Literary Terms: quaint, deed, preliminary, descendant, negotiation, possession ("Gentleman...") and irony, dialogue, theme, plot, conflict (internal and external), character, setting, resolution, climax, point of view, and traits.
Wed., Oct. 30, 2013- 1. Continue working on the Culminating Task and any missing work you may have for me. All late work must be signed by a parent/guardian. Since Thursday, Oct. 31, 2013 is being called "No Book Bag Day", your assignment (s) is (are) due on Friday, Nov. 1, 2013!
Tues., Oct. 29, 2013- Read over your edited copy of the Culminating Task carefully. Correct any errors you might have missed before and caught now. If you need help, ask someone at home to help you. Don't forget the review the Revision and Proofreading/Editing Procedures. Make sure you have followed all the steps in the Task and that you have completed the Task thoroughly. Write the final copy of the Essay, Organizer
Mon., Oct. 28, 2013 - 1. Continue classwork where you identify the Text Support (name articles) you used to prove your stance, choose appropriate Transition Words, and use them accurately. 2. Rewrite the classwork (Revised Version) with the corrections you did in #1 above. 3. Proofread your paper, making sure that you have adhered to the Task and completed it thoroughly, while following the format for writing an effective essay. 4. After proofreading your essay, use a different colored ink to edit it.Pay attention and do NOT use an apostrophe in every word that ends with an "s". In addition, remember that you use "an" in front of a word that begins with a vowel.
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., Oct. 25, 2013 - You should have already completed a first draft of the Unit 1 Culminating Task, along with the Bibliography and an Organizer. 1. Following the procedure for Revision, and revise all that were mentioned above (underlined). 2. Write Revised Versions on loose leaf paper. Do NOT write on the back of the paper! Be sure to follow all the facets of the task.*You may need to paraphrase or use quotation marks when writing a direct quote, but you CANNOT plagiarize!**
Thurs., Oct. 24, 2013- 1. Write the Conclusion for the Culminating Task. 2. Write the Bibliography on loose leaf paper.
Wed., Oct. 23, 2013- 1. Last night you chose a stance to the question in the Unit 1 Culminating Task, and you wrote an Introduction, following the format for writing an introduction, to the stance you chose. 2. Look over your organizer, your notes, the two articles, and the Culminating Task, write the Body of your essay. Remember to use the correct transition words when and where they belong. Avoid using the same words or phrases all the time.
Tues., Oct. 22, 2013- 1. Review the organizers you did for the Unit 1 Culminating Task (10/18 & 10/21). 2. Choose the stance for which you have more solid, relevant examples from the three texts (Textual Support) to support your stance, and for which you'll get a better grade. 3. Following the correct format for writing the Introduction for an effective essay, write the Introduction for the stance you have chosen. Put this on loose leaf paper and keep in your Work-in-Progress Folder.
Mon., Oct. 21, 2013- 1. Look at the assignment you did over the weekend. 2. Now take the opposite stance and write an organizer for it. Basically, do the same thing like you did over the weekend, but for the opposite stance.
Fri., Oct. 18, 2013- 1. Culminating Task (1.a) for Unit 1 - "College 101" - TASK: Which educational class structure is most academically advantageous for students? Why? - Analyze both the traditional classroom structure and the online MOOC structure before developing your stance. - Synthesize evidence from multiple texts, including: "The Year of the MOOC" by Laura Pappano, and both of the assigned RL9-10 leveled texts: "Free Classes: Pay Less, Get Less?" and "Students Take Tests at Home" to support your stance. 2. Write a Planning Page/framework of the essay/Organizer. Do not write complete sentences; used bullets only. Pay careful attention to the "Be sure to:"
Thurs., Oct. 17,2013- Text - 1. Read example on pp. 18-19. 2. Read pp. 20-22 and answer the color-coded questions that are on the side of the pages; put in notebook.
Wed., Oct. 16, 2013- A. 1. Compare/Contrast the articles entitled "Free Classes: Pay Less, Get Less?" and "Students Take Tests at Home". 2. How are these two articles compared to the news article entitled "The Year of The MOOC"? B. Text: P. 63, 3, 4, and Vocabulary. Read the directions carefully and answer the questions correctly. C. What do you think is the Theme of this story? Explain how you arrived at this theme. Put Exercise B and Exercise C onloose leaf paper.Tues., Oct., 15, 2013- 1.Write each sentence below and fill in each blank/letter with the correct vocabulary word from the "Academic Vocabulary" and "Words to Know" in "The Year of the MOOC" news article. Write the sentences on loose leaf paper; do not write on the back of the paper.
1. The _A were working overtime to meet the deadline. 2. MOOCs have started a B in higher education. 3. Traditional online courses charge C and carry credits, but MOOCs are free and carry no credits. 4. It is said that cheating on MOOCs is a reality, but the professors are in total disbelief at the D copying done by many of the E in the MOOCs. 5. Most of the professors of MOOCs come from F campuses, such as Princeton, Columbia, and Duke. 6. A MOOC professor is videotaped for his _G to the students, since they are not in a traditional classroom. 7. Dr. Stavens said that MOOCs will cause more changes in higher education, and this will create more _H to the traditional classroom. 8. Andrew Ng boasted that the _I into MOOCs is growing very fast; it has reached more than 1.7 million, and is growing "faster than Facebook." 9. The students who started the fights were given _J_ suspensions, so they come to school every day, but are not permitted to attend classes. 10. Teacher assistants may K discussion boards so the students get feedback, which is done electronically.
Do not forget to read at least 30 minutes per day, and write a response to what you've read!**
2. Read the article entitled "Students Take Tests at Home." 2. Identify the key idea in each paragraph, and cite evidence to support your response. 3. What are the advantages and the disadvantages of students taking tests at home? Explain. 4. What is your reaction to the article? Explain your response and cite evidence from the article to support your response.
Fri., Oct. 11, 2013- Text: P. H. L. - Common Core 1. Read pp. 55-57. 2. Define external and internal conflicts, copy vocabulary words and their meanings , and put them in the voc. section of your notebook. 3. What did you learn from reading the "Background for the Story"? 4. Read the story, "Gentleman of Rio en Medio", pp. 58-62. 5. As you read the story, answer the questions that are on the side of the pages, and write any additional voc. words you may find as you read (voc. section). 6. After you read the story, answer the "Critical Thinking" questions that are on p. 62. Answers are to be written in the homework notebook, not on loose leaf paper!
Thurs., Oct. 10, 2013- 1. What does the title, "Free Classes: Pay Less, Get Less?", suggest to you? Explain. 2. Read the article, annotating as you read. 3. Write a brief summary of the article in which you focus on its key (main, central) ideas 4. Upon careful analysis of the article, what are some pros and cons of MOOCs? 5. What qualities do you possess that would make you an ideal or a poor candidate for a MOOC? Explain your responses and use textual evidence to support to responses.
Wed., Oct. 9, 2-13- Text - P. H. L. - Common Core 1. Read page 235. 2. What is a theme? 3. How do authors use characters, plot and conflict, setting, and irony to develop themes, insight into life, or lessons learned? 2.Study your notes on Elements of a Short Story, Plot structure, and Point of View (pp. 232 - 233). There's a test coming your way soon!
Tues., Oct. 8, 2013- Text - Prentice Hall Literature - Common Core 1. Answer the questions about "An Hour With Abuelo" that areon p.243 of the text. *These questions are to be answered on loose leaf paper. Write in complete sentences and do NOT write on the back of the sheet. Read and follow directions carefully because this assignment will be graded as a test!
Mon., Oct. 7, 2013- Text - Prentice Hall Literature - Common Core 1. Read pages 238-242. 2. Answer questions that are on the side of each page; put in homework book/section. You may choose to write the questions and the answers, or you may choose to write the answers only, making sure you're writing them in complete sentences (turning the questions around to begin the answers).
Fri., Oct. 4, 2013- Text: Prentice Hall Literature - Common Core 1. Read pp. 232 -233 of text (Elements of a Short Story, Plot Structure, and Point of View)). 2. In your vocabulary notebook, write the bold letter words and their meanings. 3. Draw and label the "Story Frame" at the bottom of p.233. 4. Copy the "Critical Elements of a Short Story" chart on p. 236. 5. Read the Model - About the Text on p. 237, then read the text entitled from "Peter and Rosa" by Isak Dinesen. 6. Analyze the high lighted sections of the text, identify what story element is portrayed in each section, and tell what each section/element reveals. #s 3 - 6 must be done in the homework notebook or section, not on loose leaf paper!
Thurs., Oct. 3, 2013- 1. Distinguish between the traditional classroom settings and the modern-day, online classroom settings. 2. Which classroom setting do you think is more advantageous to the students, and which do you think is more of a disadvantage to them? Explain your responses, using supporting details from your prior knowledge of classroom settings. This assignment is to be done in your notebook!
Wed., Oct. 2, 2013- 1. Revise your T-Chart and 1st draft of the Performance Task assigned last night. Be sure to follow the Revision Procedure. 2. Write the Revised Version on loose leaf paper. 3. Using a different colored ink and following the Proofreading/Editing Procedure, proofread and edit the Revised Version of your Performance Task. Remember not to write on the back of the paper, and write legibly so that it can be easily read!
Tues., Oct. 1, 2013 - You have been assigned several mini writing pieces relating to this Performance Task - Choose a high school that you believe would be a good fit for your unique needs and abilities. Write an argument supporting the premise that this school should accept you as a future student. 1. Define premise and argument, as they relate to this task; write definitions in notebook. 2. (Go back to the assignments about the high schools, their addresses, your reasons for wanting to attend each, and your personal qualities that would help you to achieve success in these schools; pay careful attention to your responses, especially to the assignment when you were told to chose your #1 school, etc.) 3. Using this information, fill in the Supporting Details Planning T-Chart (put on loose leaf paper). 4. Review the format for writing a well-developed essay and when to use Transition Words. 5. Using this format and the details from your T-Chart, write the first draft for this Performance Task (put on loose leaf paper). Be sure to include Transition Words and follow the format for writing the essay. Do NOT write on the back of the paper.
Mon., Sept. 30, 2013- 1. Using a different colored ink, insert Transition Words in your four paragraph essay on ELA Expectation. Be sure to proofread and edit as you go along; your planning page (T-Chart) should also be proofread and edited. Write your final copies of the essay and the T-Chart. Remember: If you type, you must double space, use font size 14, and any font style that can easily be read. If you write, skip one line after the heading and write the title, then skip one line between each paragraph in your essay. Your writing must be neat so that it can easily be read. Do NOT write on the back of the paper! Bring in your NYC High School Directory for tomorrow's lesson.
Fri., Sept. 27, 2013 - 1. Using the essay terms and the format for writing an effective, well-developed essay, along with your two paragraphs on Expectations for ELA, write a well-developed essay about your expectations for ELA class this school year. You will need to have an original copy, a revised/edited copy, your organizer, in the form of a T-Chart, and the final product on Monday, September 30, 2013. You may use the corrected version that was returned to you this afternoon (if you did not run off without it), the version in your book, or start from scratched. Monday, Sept. 30, 2013, is the last day to make up homework assignments that were given in September, and they must be signed by a parent or guardian, if they are to be accepted.**
Thurs., Sept. 26, 2013- A. If you could meet any of the characters in "Why Weren't You His Friends?", who would it be and why? What would you say to this person? Be sure to tell this person just how the article affected you. B. You now have a chance to give a younger person advice about bullying; what will your advice be?
Wed., Sept. 25, 2013- 1. What is the conflict in "Why Weren't You His Friends?" 2.Write a response in which you react to the actions of the characters, the setting, and the outcome of the conflict. 3. If you were Curtis, the 8th grader at the Oak Street Middle School, what would you have done differently? Why?. What would you have done differently, if you were Mr. Taylor, Curtis' father? Why? 5. What do you think, Mr. Cameron, the principal, could have done so that the outcome would have been different? Explain.
Tues., Sept. 24, 2013- 1. Read the article entitled "Why Weren't You His Friends?" 2. Identify the Central Idea in each paragraph.
Mon., Sept. 23, 2013- 1. Read "Kids for a Better Environment". 2. Writing on the sheet, tell the Central Ideas of each paragraph. 3. Answer the questions which follow. If you're missing any assignment(s), make it up, get it signed by a parent/guardian, and turn it in.**
Fri., Sept. 20, 2013- 1. Bring in your Independent Reading Book on Mon., Sept. 23, 2013 and EVERY day thereafter. 2. Of all the high school choices you listed in your homework assignment, which would be your #1 choice? Write the name and address of the school. 3. Explain your reasons for making this school your #1 choice. Your reasons must be realistic and relevant; you should use the directory to help you answer this question effectively. 4. What personal qualities do you possess that would help you to achieve academic success at this school?
Thurs., Sept 19, 2013- Do Wed.'s homework, since it was put on a bit late.Don't forget that you should be reading and responding every night.
Wed., Sept 18, 2013- 1. Review and Revise your personal qualities and examples, from last night's homework assignment. 2. Of all your personal qualities that you wrote about last night, which one do you consider the most important one that can help you to achieve academic success? Explain your response. 3. Which one do you believe is the least important and wouldn't affect your academic success by any means? Explain your response.
Tues., Sept. 17, 2013- 1. Look back at the high schools you chose in last night's homework assignments. What personal qualities do you possess that would let you achieve academic success in these schools? High SchoolsPersonal Qualities & Examples
Mon., Sept. 16, 2013 - 1.Look through your Directory of NYC Public High Schools. 2. Chose three (3) schools you would like to attend. - Where are the schools located? - Why did you choose these schools? *Do this assignment on loose leaf paper. You need to bring in your two 2-pocket folders!
Names of SchoolsLocations (Addresses)Reasons for Choosing Schools 3. Get Responsibilities Sheet signed and bring in tomorrow.*ALL letters, Class Rules and Procedures MUST be signed and bring in so you can get credit!**
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., Sept. 13, 2013- 1. Read each story in the packet beginning with "The Sign". 2. Answer the questions which follow each story.3. Underline the clues which helped you to find the answers. 2. Get the Class Rules and Procedures signed by a parent/guardian. You'll get a 'zero', if they're not signed!
Thurs., Sept. 12, 2013 -1. Using your notes and the Editing Checklist, edit your writing on ELA Expectations. 2. Write your Planning Page (T-Chart) on loose leaf. 3. Write your final copy on loose leaf paper, skipping a line between each paragraph. Do NOT write on the back of the paper and do NOT use white-out! You must turn in three (3) things: T-Chart, Revised/Edited copy, and final copy of ELA Expectations. 4. If you're missing any homework assignments, get them done and signed by a parent or guardian, and bring them in before it's too late. If a parent or guardian does not sign the late assignments, they will not be accepted and you will not get credit!
Wed., Sept. 11, 2013 - 1. Revise "Expectations" writing piece in your notebook. (Use today's notes to help you with the revision.) 2. Write the Revised Version loose leaf paper.Be sure to skip a line between each paragraph, and don't forget to indent.**
Tues., Sept. 10, 2013 - 1. Using the answers from last night's homework, write two paragraphs, one with the definition of expectations and your expectations for this ELA class, and another telling how you plan on achieving these expectations. Skip a line between each paragraph.
Mon., Sept. 9, 2013 - 1. Define Expectations. Tell which dictionary you got the definition from. 2. List five (5) expectations you have for this ELA class. 3. Tell how you plan on achieving each expectation. Do not write in paragraph form. Use a T-Chart to show your answers. 23
Homework for 8-208
Wed., June 4, 2014 -
Tues., June 3, 2014 - 1. Use a dictionary to define a novel and a short story; identify the dictionary that you used to find the definitions. 2. Based on your experience and the definitions in #1 above, compare and contrast the characteristics of both a novel and a short story. 3. What shared elements do you think are contained within a novel and a short story? Name and define them. 4. Name the last novel or short story that you read, include the author's name. 5. Write a brief synopsis of the novel or short story you mentioned in #4 above.
Mon., June 2, 2014 - Since you're taking a Regents tomorrow, tonight's assignment will be very simple.
1. Write the final version of your essay on Washington and DuBois. Read it aloud and hear if you have completed the task and use standard English (punctuation, grammar, spelling, sentence structure, paragraph structure, word usage, higher level voc. words, especially words from the Word Generation) correctly. I hope that by this time you have turned in all assignments! Go to bed early, wake up early, eat a good breakfast, come to school early and prepare yourself for tomorrow's Regents. I want to wish you "Good Luck" in advance.
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Fri., May 30, 2014 - (A). S.I.T. - "It's Not Just the Clothes" and "Europe Says No to Animal Testing" Lexile 1080 Read and do the activities like the ones that were assigned on Thurs.; see below. (B) Unit 5 - Culminating Task - Organizer, 1st draft, Revised version, and Proofread/Edited copy must be completed and brought in on Monday. June 2, 2014. THIS IS ABSOLUTELY THE LAST WEEKEND YOU HAVE TO MAKE UP ANY MISSING ASSIGNMENTS FOR THIS QUARTER, WHICH MUST BE SIGNED BY PARENT OR GUARDIAN, AND TURNED IN ON MONDAY!!!!!!
Thurs., May 29, 2014 - A. Write the Revised version of your Unit 5 - Culminating Task on loose leaf paper, without writing on the back of the paper. Revise your organizer, likewise. Don't forget to add appropriate Transition Words and as many Word Gen. vocabulary words as you can; underline these vocabulary words.
B. SIT - "U.N. to Countries: Stop Smoking!" - Lexile 1080 1. Read and annotate the article. 2. Do the other activities like the ones below. 3. Write down any questions you may have regarding the article. 4. What do you think? Should the U.N. have the right to tell countries to stop smoking? Explain your response.
Wed., May 28, 2014 - A. Using your graphic organizer and the Task sheet as your guides, write the first draft of the Unit 5 Culminating Task. Be sure to follow the directives and remember to return to the excerpts as often as necessary to gather details that will help you to complete the Task accurately. As usual, the first draft must be written on loose leaf paper, and you are not to write on the back of the paper! B. Supplemental Informational Texts (SIT) - Unit 5 - Do the Right Thing - 1. Read and annotate the first two articles entitled "Pay Up!" and "Group Says: Don't Monkey With the Chimps!" 2. Write the Central Idea of each paragraph in each article. 3. Write an objective summary of each article. 4. Underline any words you don't know, write them in your notebook, and define them, include their parts of speech.
Tues., May 27, 2014 - Tomorrow you will have a test on the first section of Unit 5 - Do the Right Thing - The Little Rock Nine: Struggle for Integration. Study your notes, vocabulary, and the activities (questions and charts) relating to this reading. You will not have character traits or events revealing certain emotions on this test, but it will most certainly be on the next test, which is not far in the future. *Remember to make up missing work; time is running out on you!
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Fri., May 23 2014 - 1. Finish classwork, where you were told to identify Elizabeth and Hazel's traits, how they were shown in the article, "Elizabeth and Hazel", the source (author), page and paragraph #. You were also told to give at least four (4) traits (for each person) and a different event to prove each trait. In addition, you were told to identify which events showed bravery, doing the right thing, healing and forgiveness. (If you were absent from class, do this assignment as it is written; you should draw a chart like the one below to help you organize your answers.)
2. If you were given an essay to write about the "Little Rock Nine" and "Elizabeth and Hazel", how woukld you introduce the topic? 3. Write a brief explanation of the events that occurred in Little Rock, Arkansas, on September 4, 1957, include the answers to who? what? when? where? why? and how? 4. Reread paragraphs 15 and 16, and tell how both Elizabeth and Hazel were treated by their own community.
Thurs., May 22, 2014 - 1. Review the events in the Little Rock Nine, and identify four (4) personal traits of Elizabeth and tell what event brought out each trait; do not repeat the events. 2. Identify which example/event proved she was brave, did the right thing, and forgave others. This task should be done in a table or chart so that it will be easy to read/see at a glance.
#1.Personal Traits
Evidence/Examples/Events
Source
Page
Paragraph #
Religious/Spiritual
She prayed in the morning before she went to school
Stephanie Fitzgerald
351
1
2. Read the Task Sheet carefully, and write an organizer that is suitable for the Task.
Wed., May 21, 2014 - 1. Dramatize the meeting between Elizabeth and Hazel; include an introduction and at least 10 sets of dialogue (1 set of dialogue = Elizabeth speaks and Hazel answers, or vice versa.). 2. Compare/Contrast the account in The Little Rock Nine and Elizabeth and Hazel. 3. Which account is more realistic? Explain. 4. You are both Elizabeth and Hazel. Write your reaction to the "Reconciliation" section of the second article. ( You will have two reactions - one from Elizabeth's perspective and one from Hazel's perspective.)
Tues., May 20, 2014 - The Little Rock Nine, pp. 368-371, Fill in each chart and don't forget to cite evidence from the text to support your response. 2. Characterize both Elizabeth and Hazel. Make sure you use textual evidence to support your response.
Mon., May 19, 2014 - Word Generation , pp. 61-62 1. Finish classwork, if you had not already done so (Copy sentences that have the focus words into your notebook and determine the meaning of each word by the way it is used.). 2. Identify the Pros and Cons on whether or not shopping malls should be allowed to institute teen curfews. 3. Answer the question at the bottom of the page, along with the following questions. a. Using the information in the passage, why would parents disagree with a mall's decision to institute a teen curfew? b. What sort of incidents cause malls to institute teen curfews? c. What are the disadvantages of teen curfews for malls? d. What are the benefits of instituting teen curfews for malls? e. What is the role of a mall community? Babysitter? Business? Public space? Explain your response. Please note: All overdue assignments are to be made up, signed by parents, and turn in by the end of this week. After that, they can't be accepted anymore because we would be far into another unit.
Remember the assignments you have that are overdue ( 2 selections from P.H.L. and the essay on Washington and DuBois); give them in tomorrow! Start working on the "Big Book" assignment that is due on Friday, 5/23/14; do not wait until Thursday night before you begin the assignment.
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Thurs., May 15, 2014 - Unit 5 - Do The Right Thing - Code X, pp. 360-367 (packet) A. 1. Do the Vocabulary activity on p. 360. 2. Read pp. 361-367, annotate as you read, and identify the Central Idea of each paragraph. 3. Answer the questions that are found throughout the reading (18 questions); write complete sentences. Answers can be written on the pages of the packer or in your notebook. *Remember that you have no school on Friday, 5/16/14, so use your time wisely. If you have any overdue assignments, get them done correctly, have them signed by a parent or guardian, and bring them in on Mon., May19, 2014. B. P.H.L. ("Big Book") - 3rd African-American selection for this quarter (2 selections with activities are overdue.) - Choose another selection, read it, and follow the format for the other assignments that were given. This assignment is due on Fri., May 23, 2014.**
Wed., May 14, 2014 - Word Generation, pp. 55, 56 (A). Make sure you completed the classwork, context clues, Pros and Cons, question at the bottom of p. 55, and Vocabulary activity on p. 56. (B). Answer the following questions from the article on p. 55. 1. Why did Cindy Jackson title her book Living Doll? 2. What is unusual about Barbie's body type, and why are some concerned about it? 3. How is a Barbie different different from other dolls children play with? 4. Does the Mattel company's position surprise you? 5. Do you feel it is reasonable? 6. Are the recent changes to the Barbie product likely to satisfy the critics? Explain your response.
Tues., May 13, 2014 - Answer the following questions about the Little Rock Nine. Cite evidence in the text that strongly supports your response. 1. The author claims that the Little Rock Nine were 'inspiring". Explain how she supports her claim. 2. How does the author present Elizabeth's experiences with people outside of the school? Why do you think she chooses that method to present Elizabeth's experiences? 3. What is the author's perspective toward the angry white mob and toward Elizabeth? 4. What is the author's perspective on integrating Central High School in Little Rock, Arkansas? 5. Write an objective summary of this excerpt from "The Little Rock Nine". 6. Personal Connection: What if you were Elizabeth, how would you have reacted to the treatment you received, while attempting to get an equal education at Central High? Explain.
Mon., May 12, 2014 - (A). Finish all "Do Now" questions; write in complete sentences and cite textual evidence. (B). "There is safety in numbers." 1. What does this quote mean? 2. How does this quote relate to the excerpt of the Little Rock Nine that we're studying? Cite textual evidence to support your response. (C). Define the 6 vocabulary words copied in class today (cue, opted, stalwart, indignities, symbolically, detest); write their part of speech also. Write a sentence with each word. Your sentences must be related to the excerpt of the Little Rock Nine we're studying. You may not copy sentences from the text, but you may use them as examples. D. Choose another selection from the list of African-American selections you made from the "Big Book". Read the information about the author and write an objective summary about him or her. Complete all the activities within and after the selection, write an objective summary of the selection, and a personal response. What is one theme of the selection and explain how it was portrayed in the story. This is due next Monday, May 19, since you won't be in school on Friday. This assignment is to be done on loose leaf paper (Don't write on the back of the paper.) or type.
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Thurs., May 8, 2014 - 1. Finish classwork. 2. "The Little Rock Nine" packet - Do pages 356-359. Write in complete sentences. 3. Ready NY - Reread pp. 116-118. Compare/Contrast the account in the packet and the account in the book, and write your response to both; compare and contrast the structure of each text also. 4. Word Generation - Read pages 43-44. Do: Context Clues, Pros and Cons, Questions at the bottom of the page, and Vocabulary activity on p. 44. Make up any missing work you may have, get it/them signed by a parent or guardian, and bring it/them to me on Monday.
Wed., May 7, 2014 - Code X pp. 349-355 - Packet ---- 1. Read the selection on pages 349-355. 2. Annotate as you read, and identify the Central Idea in each paragraph. 3. Answer the questions that run throughout the selection; you should answer them on the pages of the packet, but if you need more space feel free to answer the questions in your notebook. The questions should be answered in complete sentences. If you are missing any of the required writing assignments, be sure to get it done correctly, have a parent or guardian sign it or them before you turn it or them in tomorrow!
Tues., May 6, 2014 - This is the last evening you're being given to work on Unit 4 Performance and Culminating Tasks! If necessary, tomorrow will be the last day we will work on these assignments in the classroom because we must move on to the next unit. *Your essay on Washington and DuBois should have been completed and ready to turn in. It will be collected on Thurs., May 8, 2014.*
Mon., May 5, 2014 - (A.) Answer these question based on p. 49 of Word Gen. 1. According to the passage, what was the dispute about between the restaurants in Chicago and Los Angeles? 2. Can we trademark any word we want? Explain. 3. Can you trademark a phrase that you use often? Explain. 4. How have the media and Internet changed how our language is trademarked? Explain. 5. Is the idea of trademarking products news? Explain. B. Write an objective summary of the passage. C. Answer the question at the bottom of p. 49 and do the Voc. activity on p. 50 of Word Generation. D. Make the final touches to your Culminating Task and bring it in tomorrow.
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Class did not meet on Thurs., May 1st or Fri., May 2nd, 2014 due to math testing.
Wed., April 30, 2014 - 1. 1. Proofread and Edit the Revised copy of the comparison/contrast essay on Washington and DuBois. 2. Write the final copy of the essay. Make sure to use the appropriate Transition Words and ad voc. from any of the the Word Gen. lessons. 3. Remember the literary activity in the "Big Book" and its importance. 4. Take this opportunity to make up any missing assignments you may have since the fourth Quarter began.
Tues., April 29, 2014 - 1. Revise the first draft of the essay on DuBois and Washington, making sure you add transition words and or phrases that will let the essay run smoothly. 2. Read the public document entitled from "The Little Rock Nine" on pp. 116-117 of Ready New York CCLS - 2014, annotating as you read and identifying the central idea in each paragraph. 3. Answer the questions, including the short response, on pp. 117-118.
Mon., April 28, 2014 ---- 1. Using the information from the article comparing Booker Taliaferro Washington and William Edward Burghardt, write an organizer that you will use to help you write an essay on both men. Make the venn diagraham big enough so that the facts can be written in each section. 2. Using your organizer, write the first draft of the essay on both men.
=====================================================================================================================================================================Fri., April 25, 2014 - (A). Finish classwork, identifying Pros and Cons on the topic of organ transplant (Word Generation, p.31). (B). Answer the following questions (in complete sentences) about the topic: 1. Who is Tadamasa Goto? 2. Why do some people object to him having a liver transplant? - Based on the usage of the underlined word in this question, what is its meaning? 3. Why are healthy organs such a valuable commodity? 4. Why do you think hospitals try to honor the intrinsic value of each person? 5. If hospitals could refuse to treat "bad" people, what are some possible consequences for such refusal? 6. What do you think? How should doctors decide who gets healthy organs? Use specific details from the article and your prior knowledge to answer the questions. (C). Do the vocabulary activity on page 32 of Word Generation. *If you are missing any of the Unit 4 assignments, please get them done and turn them in on Monday; the one that is long overdue must be signed by a parent or guardian! (D). Go back to the "Big Book", choose another "African-American" selection from the list you created last quarter, and begin reading it, completing all the activities that go along with the selection. These activities must be done on loose leaf paper (Do not write , or you may type them, and turn them in on Friday, May 2, 2014.**
Thurs., April 24, 2014 - 1. Your Unit 4 - Performance Task is now overdue; if you did not turn it in as yet, get it signed by a parent or guardian and bring it in tomorrow! 2. Your Unit 4 - Culminating Task is due tomorrow. Make sure you have a Bibliography, written correctly, with the completed task (Organizer, First Draft, Revised Draft, Proofread/Edited Draft, and the Final Draft). 3. Word Generation - p. 30 - Answer the short response question and use all of this week's focus words and as many of the previous words to help you complete the task. Pay attention to sentence structure, grammar, word usage, spelling, and punctuation.
Wed., April 23,2014 - 1. Write an organizer, the first draft, and revised copy of unit 4 - Designing the Future - Culminating Task. 2. Word Generation pages 25-26. Make sure that you did complete the context clues and Pros & Cons activities. 3. Answer the question at the bottom of p.25 about whether or not marijuana should be allowed as a medical treatment. Cite textual evidence and use your own experience to answer the question. 4. If you did not turn in your Unit 4 Performance Task, please get it done and signed by a parent or guardian, and bring it in tomorrow. Don't forget the two pictures/drawings on teamwork that will be used for the Performance Task and the Culminating Task.
5. Write an objective summary and a response to the excerpt of Steve Jobs' biography.
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Fri., April 11, 2014 - 1. Do not forget to go on I-Ready and Achieve 3000 to do activities that are assigned. 2. Read the copy of the excerpt of the biography of Steve Jobs that was distributed to you today. 3. As you read, answer the questions that are on the sides of the pages; you may answer the questions right on the handout or in your notebook, if you do not have enough space on the handout. 4. After reading the excerpt and answering the questions, fill in the key ideas and details chart, along with any other charts that may be there to be filled in. 5. Without writing the final copy of the Culminating Task, write an organizer, a first copy, a revised copy, and an edited copy of the C.T. Feel free to have someone at home review your work or help you, if you need help. You have everything you need to complete the task, so be confident, go ahead and complete it, aiming for a grade of level 4. Draw (color it with vivid colors), copy, print, in color, any picture that you think exhibits good team work; this will be used as a cover page for your P.T. and C.T. so make two copies. In the midst of all this, remember to enjoy your vacation and stay safe. We'll meet again on Wednesday, April 23, 2014, and then we'll be heading for the finish line. Are you ready to run the race and cross the finish line?
Thurs., April 10, 2014 - 1. What images did the descriptions in the beginning of "La Vida Robot" created in your mind? 2. Review the list of all the "winning characteristics" that Mr. Cameron's team possesses as a whole, and the trait each individual team member possesses, which caused them to be the undisputed winners of the competition. 3. What can be attributed to this team's defeat of the "great" team from MIT? 4. Make sure to pay attention to the Unit 4 Performance Task and complete it correctly, minimizing quotations as much as possible, or eliminating them altogether; having too many quotations in such a short writing piece of writing is not appealing.
Wed., April 9, 2014 -
Tues., April 8, 2014 - 1. Review/Scan/Skim "A Super-Powered Suit" and The"Super X-Ray" and compare and/or contrast both articles to the article you began reading in class today. 2. Read "No Cell Phones? No Computers? No, Thank You! ", and annotate identifying Central Idea of each paragraph. Identify the Central Idea of the entire araticle and provide details to support your response. write an objective summary of the article. 3. What if you were invited to stay-away camp for one month of your summer vacation, and told you could have no form of technologies, would you accept the invitation? Why or Why not? Expain.
Mon., April 7, 2014 - (Today is the first day of the 4th and Final Quarter. Can you hear the clock ticking?) "Designing The Future" packet 1. Read the articles on pp. 7-11 entitled "Get Moving", "A Super-Powered Suit", and The "Super X-Ray", annotating as you read. 2. Identify the Central Ideas of each paragraph of each article. 3. Identify the Central Idea of each article, providing details to support your responses. 4. Write an objective summary and a personal response to each article.
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., April 4, 2014 - (Today is the last day of the 3rd Quarter.) "Designing The Future" packet 1. Read the articles entitled "No Cell Phones? No Computers? No, Thank You! and "Talking Gets Easier", annotating as you read. 2. Identify the Central Idea of each paragraph of both articles. 3. Identify the Central Idea of each article, and use supporting details from the texts to support your responses. 4. If you were invited to a stay-away camp for one month of your summer vacation, and you were not allowed to have cell phones or any other electronics, would you accept the invitation to attend the camp? Why or Why not? Explain your answer.
Thurs., April 3, 2014 - 3rd and Final Day of the NYS ELA Exam!!! -
Wed., April 2, 2014 - 2nd Day of the NYS ELA Exam - (Multiple Choice Questions, Short Responses, and one Extended Response) - Tomorrow's Exam will contain Short and Extended Responses only. In order to do a last practice before Day 3, do pp. of Ready. Don't forget to annotate.
Tues., April 1, 2014 - 1st Day of the NYS ELA Exam - (42 Multiple Choice Questions) - Tomorrow's Exam will contain Multiple Choice Questions, several Short Responses and one Extended (Essay) Response. In order to do a last practice before Day 2 of the Exam, do pp. Ready
Mon., March 31, 2014 - This is the last day before the beginning of the New York State ELA Exam! Tomorrow's exam will contain several selections and 42 Multiple Choice Questions. Review the strategies that you should use to answer these questions. Don't forget that you can always go back to the selections in order to get the correct answers. DO NOT LEAVE ANY BLANKS ON YOUR ANSWER SHEET!!!! To do a last practice before Day 1 of the Exam (Multiple Choice Questions), do pp. in Ready Practice, and do not forget to annotate. Important Notice: For the duration of the Exam, remember to eat dinner, go to bed early, get up early, eat breakfast, and come to school on time, so as take the Exam with your classmates, as opposed to taking the make-up with students who are not in your class.
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Fri., March 28, 2014 - 1. Read the article entitled "Making the Best of Invasive Species", annotating, as you read, and identifying the central idea of each paragraph. 2. Identify the central idea of the entire article, and use strong details from the selection to support your response.
Thurs., March 27, 2014 - 1. Complete the "Test Overview" packet, making sure that you're paying careful attention to what you're reading, because you'll find them on the New York State ELA Exam next week! 2. Very Important: Based on the results of your 3rd Quarterly, do the next intervention lesson in the Ready New York CCLS 2014 book. Remember to identify the lesson as Intervention"
Wed., March 26, 2014 - Ready New York CCLS 2014 - pp. 192-196 - Complete the activities on these pages. Be sure to read all directions carefully and follow them. - Check in with your "Study Buddy", and be sure to follow the guidelines given to you in the Close Readings and Hints.
Tues., March 25, 2014 - Ready Practice, Practice Test 2: Book 3, pp. 93-101 1. Read the play and story, annotating as you read, identifying the central idea of each selection. 3. Give five details from each selection to support your response. 4. Write an objective summary and five questions that will help to enhance the reader's comprehension of each selection.
Mon., March 24, 2014 - 1. If you did not complete today's classwork (Lesson 3 in Word Generation) please do so. Ready NY CCLS 2014, Lesson 7, pp. 61-68
2. Read all directions carefully, paying attention to any words that are written in bold print, and any explanation that is given to clarify information that is presented. 3. Complete the activities in this lesson, making sure to fill in all charts, check in with your "Study Buddy", and follow the directions in the Close Readings and Hints.
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Fri., March 21, 2014 - Ready NY CCLS 2014, Lesson 6, pp. 53-60 1. Review the process of making inferences, using text evidence and background information/personal experiences. 2. Complete the activities in this lesson, making sure to fill in all charts, check in with your "Study Buddy", and follow the directions in the Close Readings and Hints.
Thurs., March 20, 2014 - "The Little Owls That Live Underground" - 1. Read the selection, annotating as you read, identifying the central idea in each paragraph. 2. Identify the central idea of the entire selection and give three details to support your response. 3. Write an objective summary of the selection. 4. Answer the questions which follow the selection. (Intervention - Mastery Exam #2)
Wed., March 19, 2014 - 1. Ready NY CCLS 2014 Practice Booklet - Do Practice Test 2, Book 2, on pp. 81-92. While answering the questions, see if you are able to identify the standards that are being addressed in this test. You must also annotate, identifying Central Ideas in each paragraph, and write 5 questions for each selection. Please Note: The first two selections are due tomorrow, and the other is due on Friday, 3/21/14, along with any homework you're given tomorrow.
Tues., March 18, 2014 - Ready New York CCLS 2014 pp. 43-50 - Interim Assessment #1 - Read all directions carefully. As usual, when you read, annotate, identifying the Central Idea of each paragraph. Then tell the Central Idea of each article and give three specific details from each article to support your response.
Mon., March 17, 2014 - (A) 1. Finish activity on p. 7 of Word Generation (Pros and Con + defining words in context). 2. Answer the questions at the bottom of the page on whether or not child actors are exploited by the film and television industry. 3. Why is Honey Boo Boo popular with American audiences? 4. Read the article entitled "The Little League World Series' Only Perfect Game", and annotate, identifying the Central Idea and Main Events in each paragraph. 5. Identify the Central Idea of the entire article, and choose three details to support your response. (B) This is to be done in your homework notebook or section. 1. List the main events of the text in sequential order. 2. What Central Idea do these events have in common? 3. Write a one-sentence statement that tells the author's main focus.
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., March 14, 2014 - Ready New York CCLS 2014 , Lesson 5, pp. 35-42 - 1. Finish the activities, making sure to pay attention to all directions. 2. As you read, annotate and identify the Central Idea in each paragraph. 3. Identify Central Idea in the articles on pp. 30, and 32 and 33, and give 3 details from each article to support your response. Write three effective questions about each article. Central Ideas, supporting details, and your questions are to be done in the homework notebook or section.
Thurs., March 13, 2014 - 1 Ready New York CCLS 2014 , Lesson 4, pp. 27-34 - 1. Finish the activities, making sure to pay attention to all directions. 2. As you read, annotate and identify the Central Idea in each paragraph. 3. Identify Central Idea in the articles on pp. 30, 32 -33, and give 3 details from each article to support your response. 4. Write three questions about each article. Please Note: Central Ideas, supporting details, and your questions are to be done in the homework notebook or section.
Wed., March 12, 2014 - Ready New York CCLS 2014 - Lesson 3, pp. 19-26 - 1. Finish the activities, paying attention to all directions. 2. As you read, annotate and identify the Central Idea in each paragraph. 3. Identify Central Idea in the articles on pp. 22, 24-25, and give 3 details from each article to support the Central Idea you identified. Write three effective questions about each article. Central Ideas, supporting details, and your questions are to be done in the homework notebook or section.
Tues., March 11, 2014 - 1. Read the article, "Learning with Handhelds", annotating and identifying the Central Ideas in each paragraph. 2. Write the Central Idea of the entire article and give three details to support your response. 3. Write three (3) questions under the Before Reading, During Reading, and the After Reading columns about the article that you think are important enough to help someone gain a better understanding of the selection. 4. Write an objective summary of the article.
Mon., March 10, 2014 - (A) New Word Generation - If you did not complete the classwork, please do so. (Fill in the Pros and Con T-Chart for "Should Schools Have a Vocational Track?) 2. Answer the question at the bottom of page 1. Be sure to use details from the selection and from your prior knowledge to support your response.) (B) Reread/Scan/Skim the three articles that were assigned to you on Friday, March 7, 2014 and write five (5) questions about each article that you think are important enough to help someone gain a better understanding of the selections. (C) Answer the following questions based on Lesson 1 of Word Generation: 1) Why is Jimmy in the vocational track at his school? 2) How is the focus of a vocational track different from the focus of a college-preparatory track? 3) What are the benefits of a vocational track? 4) Why do people feel that the risk of having a vocational track exceed the benefits? 5) Define the word inherently. 6) Are comprehensive high schools inherently better than college preparatory ones? Don't forget to work on the assignment that is due this coming Thursday, if you choose to do it. Leisure reading is to be done at home and a response must be written for each reading session.
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Fri., March 7, 2014 - 1. Read the first three articles from the "Designing the Future" packet. 2. Annotate, identifying the Central Idea in each paragraph. 3. What is the Central Idea of the entire selection? *Cite at least three textual evidence to support your response. 4. Write an objective summary of each article. 5. Why did the author of each article write the article? Cite textual evidence from each article to support your response for each article. *Please note: You are missing book reviews for February, but here is suggestion for one review: From the list of African-American literature that you made in February from the "Big Book", choose one that is of a decent length and: read the selection, answer the questions that are at the sides throughout the selection, answer the "Critical Thinking" questions that come right after the selection, answer the "After You Read" strategy questions (Central Ideas, Author's Purpose, etc.), and do the "Literary Analysis" and the "Vocabulary" assignments. Be sure to identify the title, author, pages read, and story elements of the story. In addition, be sure to tell what you learned about the author from reading the synopsis that comes just before the story begins, and explain why you chose that particular selection, and if you would recommend it to anyone. You must answer in complete sentences, and you may write or type your answers. As usual, if you are writing on loose leaf paper, do NOT write on the back of the paper! *If you choose to do this assignment, it is due by Thursday, March 13, 2014.*
Thurs., March 6, 2014 - (A) The Language of Literature - 8, p. 196, Writing Option #1 - "Speakers' Dialogue" - Write this on loose leaf paper. (B) Ready New York CCLS 2014 - Lesson 8 - Do activities on pp. 68-72. Remember to read the directions carefully and follow them, pay attention to all words or phrases written in bold letters, and annotate (identifying central ideas) as you read.
Wed., March 5, 2014 - (A) Today you copied questions relating to two poems, "Mother to Son" by Langston Hughes and "Speech to the Young: Speech to the Progress-Toward" by Gwendolyn Brooks. 1. You are to reread these poems. (Students who do not have access to the internet, were told to copy the poems during class, at lunch time, or stay with me a few minutes after dismissal so they could get the poems.) 2. Answer the questions in complete sentences, and cite textual evidence which will strongly support your response. 3. Both poems are addressing young people; which poem seems more hopeful? Explain your choice. 4. Which of the two poems do you think offers the best advice for a teenager today? Give reasons for your choice. (B) The Language of Literature - 8, p. 196, Writing Option #2 - Advice Poem - Write this on loose leaf paper. (C) If you do not have a work-in-progress folder, which was requested from September 2013, please get one by Friday, March 7, 2014.
Tues., March 4, 2014 - P.H.L. pp. 522, Critical Thinking - Copy questions and CCLS that are being used in the questions. Answer the questions in complete sentences, making sure to cite textual evidence to support your responses. This assignment must be done on loose leaf paper, and it will be graded! 2. P.H.L., Page 523 - Do "Literary Analysis: Biography and Autobiography" and "Vocabulary - Acquisition and Use"; this , too, must be done on loose leaf paper. Do not combine this activity with the "Critical Thinking" activity.
Mon., March 3, 20124 - A. 1. Word Generation, pp. 67-68; Finish today's classwork, identifying the Pros and the Cons for the controversy relating to whether or not single-gender education should be an option for families or should all public schools be co-ed. 2. Answer the question at the bottom of page 67; put in classwork notebook. Answer the following questions in your homework notebook or section: 3. In this passage, why is Jenny worried about living in the college dorms? 4. What are the advantages of single-gender education for boys? For girls? 5. How would single-gender lessons make it difficult for boys or girls to adapt to situations with both genders? 6. Would you like to attend certain classes with all girls or all boys? Which classes? Why? Explain your responses in complete sentences, citing textual evidence that strongly support your answers.
B. For the Performance Task you worked on about graffiti being seen as art. Search the internet to find a graffiti that represents art, but you CANNOT use one that you used before! This is to serve as a cover page, plus add some diversity to the back bulletin boards. C. All overdue assignments must be brought in no later than Wed., 3/5/14; your portfolio MUST be updated and nothing should be missing! FEBRUARY'S BOOK REPORTS/REVIEWS ARE OVERDUE!! Get them done and turn in ASAP!
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Fri., Feb. 28, 2014 - Ready Practice, Practice Test 2, Book 1 - Read and annotate, identifying central idea in each paragraph. - Answer the multiple choice questions that follow each selection.
Thurs., Feb. 27, 2014 - Parent/Teachers' Conference - Half Day - No new assignment was given.
Wed., Feb. 26, 2014 - A. 1. Revisit Ready NY CCLS 2014, pp. 164-165, 167-168.; read each poem, write its title and poet's name, and tell what is being said in each stanza or groups of lines. 2. Identify the rhyme scheme in each poem and give an example of each rhyme scheme. 3. What is the Central Idea in each poem? 4. Analyze each set of poems ("Annabel Lee" & "Remember" and "A Nation's Strength" & "I Hear America Singing") and tell how their structures differ and how they are similar (Compare & Contrast). 5. How does the structure of each poem lends itself to the meaning of the poem? Explain. 6.. Which poem's structure made it easier for you to understand the poem? Explain 7. Which poem's structure made it most difficult to understand the poem? Explain. Section A must be done in your homework book or section. B. "Big Book", pp. 515-523 - Put on loose leaf; do not write on the back of the loose leaf. 1. Change Main Idea to Central Idea!! Do all the Central Idea and Critical Viewing questions that are asked throughout the pages indicated; Use RATE when answering these questions, and put the Critical Viewing on a separate sheet from the Central Ideas. Due Date: Friday, February 28, 2014. Don't forget that you should be reading for at least 30 minutes per night and write a response for every reading session; why not try Notice #2 below? Doing this will help you to improve your comprehension and writing skills and propel you to a Level 4!! Try it; you may be surprised!!**
Tues., Feb. 25, 2014 - (A) Review the literary terms you were introduced to when we read "The Most Dangerous Game" (onomatopoeia, foreshadow, flashback, personification, irony/ironic, plot twist, simile, metaphor,...); tomorrow you'll have a test on Richard Connell's use of literary device in "The Most Dangerous Game". (It is a good idea to scan, skim or review the story before the test tomorrow.) (B) P.H.L. - 1. Copy vocabulary words on p. 512; put in vocabulary section. 2. Read p. 513. What information did you learn about Maya Angelou from reading this page. 3. Read the excerpt from "I Know Why The Caged Bird Sings", which is on pp. 515-522, and identify the story elements. 4. Answer all Autobiography and Reading Check questions. Use RATE when answering the questions.
NEWS FLASH! ! 1. At the end of this week we will be half way through the 3rd Quarter/Marking Period! Any late writing assignments must be brought in by the latest Monday, March 3, 2014, and they must be signed by a parent or guardian.
2. Beginning next Monday, you'll have exactly four weeks before the State ELA Exam begins (April 1, 2014), so you need to get ready for it!!!!!**
When you read your Leisure Reading book(s), and homework assignments from your ELA, Science, and Social Studies classes, try and identify the CCLS that are addressed in each reading selection. In addition, pay attention to the structures of the texts, analyzing them, and identifying their importance to the text and why the authors chose to write in that manner. QUESTIONS? Feel free to see me.
Mon., Feb. 24, 2014 - (A.) Finish classwork (Word Generation, p. 61), if you had not done so already. Be sure to fill in the Pros & Cons T-Chart and answer the question at the bottom of the page, making sure to cite evidence from the selection to support your stance. (B.) Using RATE, answer the following questions based on today's Word Gen. lesson: 1. Why did Senator Kennedy proposed to extend day of school in Massachusetts? 2. What might an extended day look like at your school? 3. What is the meaning of radical? Do you think extending the school day will be a radical change for the educational system? Explain your reasons. 4. Define component and crucial. What are some of the components that are crucial to the success of an extended school day? 5. Why do you think some people think extending the school day is not enough? Explain. How many Focus Words can you use in your answers to the questions above? Underline all the Focus Words you were able to use. (C.) Do the activity on p.62 of Word Gen. (D.) Revisit the questions you answered on pp. 60-80 of the Ready Practice Booklet, Practice Test 2: Book 1, and identify the CCLS that is addressed (focused on) in each question. For example, RL.8.2, which addresses the skills of Determining Themes and Central Ideas, and Summarizing Literary Texts, or RI.8.1, which address the skill of Citing Evidence to Make Inferences. Remember to look at the Table of Contents of the Ready New York CCLS 2014 in order to get this task done accurately. (E.) The final copy, along with the other drafts and edited copy, of Unit 3 Culminating Task is due tomorrow.
Fri., Feb. 14, 2014 - 1. Revise/Proofread/Edit Unit 3 Culminating Task. 2. See info. in Thursday's section.
Thurs., Feb. 13, 2014 - Today you were given Ready New York CCLS Practice Book; do NOT do any of the practice tests unless they are assigned to you. - 1. During the mid-winter break, do Practice Test 2:Book 1 (pp. 58-80) only! You must annotate as you read, identifying Central Ideas of paragraphs and entire selections, along with supporting details. 2. Write first draft of Unit 3 Culminating Task, and do not forget to read your Leisure Reading book and write a response. 3. If you're missing any assignments, make them up during the break, get them signed, and turn them in on Mon., Feb. 24,2014, when we return from the break.
Wed., Feb. 12, 2014 - 1. Research and find an additional valid source that supports the claim that art and music instruction in school are beneficial to students overall academic success. 2. Read each article and annotate as you you read, identifying the Central Idea and Supporting Details of each paragraph. Then write the Central Idea of the entire article, identifying the Supporting Details. Do this for all the article; put on the back of the articles. 3. Read the Culminating Task and write an organizer for it. In addition, write a Bibliography for the resources (4) used for this assignment.
Tues., Feb. 11, 2014 - { 1.} Finish the classwork that you did not finish today, making sure that you complete the Task completely and correctly. Do not use as evidence any detail if you do not understand what it means! { 2.} P.H.L. p. 649, #6 --- a) Copy the poem entitled "Poem to Describe" then read it carefully, paying attention to the rhyme scheme that the poet uses. Underline the end rhymes and identify which it is. b) What story is the poem telling? What is the name given to a poem that tells a story? c) Answer questions #6, making sure that you do all that it's telling you to do. {3.} Ready New York CCLS 12014 a) Read pp. 3 - 10, including all directions and explanation, making sure that you annotate as you read, identifying the Central Idea in each paragraph. When you're finished reading the selections, do the Close Readings, Hints, and answer the questions, and don't forget to check in with your Study Buddy. You should go back to the selections to make sure you have the correct answers, and especially when you are doing the Short Response questions; remember to use RATE (Restate, Answer, Textual Evidence) when answering the Short Response questions.
Mon., Feb. 10, 2014 - 1. Reread the article entitled "Graffiti: Art Through Vandalism". Explain how the author supports the claim that graffiti is a legitimate form of art. Cite two (2) specific details from the text to support you answer (Short Response). - Write a first draft on loose leaf, along with an organizer. - Revise your first draft, put it on loose leaf paper, and edit, using a different color ink. Then write the final Short Response and the organizer (about 7-10 sentences). 2. P.H.L. p.649, "After You Read" Do questions 1-5, answering in complete sentences; don't forget to write the questions also. Make sure to indicate what CCLS is being addressed in each question. This is to be done in your homework notebook or section.
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri. Feb. 7, 2014 - 1. Scavenger Hunt: Look through the "Big Book" {P.H.L.} and list every selection {poems, biographies, autobiographies, speeches, etc.} and pages relating to Black History or African-American. Write your findings in your homework notebook or section. Reminder: Bring in your Intervention Notebook for Zero Period. 2. February is Black History Month! Do a mini-research to find out who started the celebration of Black History and why, and any important facts you can find out about this person and his beliefs. Write answers in your homework notebook or section. 3. A} P.H.L., pp. 638 - 641 - "Analyzing Poetic Language" - Read these pages and write the "important" information presented about the use of poetic language. B} p. 642 - "Close Read: Analyzing the Impact of Word Choice" - Read this page and copy "Clues to Word Choice Analysis" in your homework notebook or section. C} pp. 643 -644 - Read the poem written by Nikki Giovanni entitled "A Poem for My Librarian, Mrs. Long" {You never know what troubled little girl needs a book.}. As you read this model, pay attention the information in the margin that is color coded with stanzas and lines in the poem. Based only on p.643, what do you know about the poet? D} pp. 645 - 648 - Independent Practice Read the two poems found between these pages, {1} "Describe Somebody" and {2} "Almost Summer Sky" by Jacqueline Woodson, and answer the questions that are asked along-side each poem; put your answers in your homework notebook or section.
Thurs., Feb. 6, 2014 - P.H.L. pp. 636 - "What is the secret to reaching someone with words?" Read and write an objective summary of the paragraph. Do you think you have an objective answer to the "Big Question"? Explain. 2. P. 637 - Read the directions on the page very carefully, then do exactly what the directions tell you to do. This portion of the task must be done in your voc. section of your notebook. Be sure to separate the sections by indicating where the 3rd Marking Period begins (folding a page into an arrow with the point pointing towards the pages that are not yet used, and then write 3rd Marking Period - February 3, 2014.
Wed., Feb. 5, 2014 - Teacher was absent due to bad weather and health.
Tues., Feb. 4, 2014 -
Mon., Feb. 3, 2014 - 1. Ready New York Revisit the assigned pages and answer the subtitles (Headings written in smaller font size than the Main Title of the article; for example p. 16, from "Language Change", and "Why They Change". You should underline the answers in the Ready... book, but write the subtitles and answers in your Homework book or section. These are the pages to revisit: pages 16 & 17; 114 (Check your "Study Buddy" and identify the key concepts in each paragraph and the details that support them - Circle key ideas and underline supporting details.); 116-117 - Answer the subtitles that come under the main title from "The Little Rock Nine"; and 120 (Don't forget to reread the editorial carefully and pay attention to what each box is asking you to do.) 2. Use the Reciprocal Reading Strategies Chart to help you better understand the key concepts /central ideas of the article entitled "Should The U.S. Support The Development of More Biotechnology to Genetically Modify Food? 3. Answer the questions on the bottom of p. 49 of Word Generation.
February 3, 2014 is the beginning of the Third Marking Period or Quarter!!!! If you failed or did not do as well as you could have done in the first half of the school year, you still have two Marking Periods to make up for lost time; however, you must work very hard because now you're playing "catch-up" and that's very hard to do, but it can be done. Do the Math!!
=====================================================================================================================Fri., Jan. 31, 2014 - 1. Ready New York CCLS 2014 Read pages 164-170, annotating as you read; identify the Central Idea and Supporting Details in each paragraph. Read all directions carefully and follow them! Do the Close Readings and Hints, and listen to what your Study Buddy has to tell you. Pay attention to the short responses, and remember to go back to the text and use evidence to support your response.
Thurs., Jan. 30, 2014 - 1. Make all necessary corrections to your Graffiti Essay, addition transition words and grade level vocabulary. Remember that you MUST take a stand, you cannot go for each! 2. Whatever missing work you may have that are still in the "open Window" get them done, signed by parent/guardian, and turn in tomorrow!!!
Wed., Jan. 29, 2014 - A. Your Response To Graffiti Essay is due tomorrow! If you are typing, instead of double spacing use space/line 1.5; this will give you a better chance to get all the information on one page, or just a little over one page. Remember to adhere to the guidelines specific to the Task! (See Friday's Assignment A below) Don't forget to use higher level vocabulary words ( from articles or your knowledge) and appropriate transition words. As usual, you must proofread and edit your final copies, as well. Tomorrow you will turn in the following: Final Essay and Organizer, Edited copy of Essay and Organizer, and First draft of Essay and organizer. *Remember to read your final copies aloud to yourself (or to someone else, if you can) to make sure that you have said what you wanted to say. Choose a structure for your essay that will make it easy for your readers to understand what you're saying. !!**
B. Prentice Hall Literature - Do the Critical Thinking Activity that is on p. 118; write both questions and answers and put on loose leaf paper or type. Don't forget to cite textual evidence to support your response.
Tues., Jan, 28, 2014 - 1. Ready N.Y. - Continue work started in class - pp. 161-163. Annotate as you read, writing the central idea of each stanza. Read and follow directions and pay attention to the Close Reading, Hint, and Show your Thinking. Tomorrow you will take Unit 3 - Mastery Test #2 and "The Most Dangerous Game" Test #1.
Mon., Jan. 27, 2014 - 1. Skim or Scan the story on pp. 115-118 of Prentice Hall Literature and answer the "Author's Purpose" questions on pp.116 and 117; "Critical Viewing" questions on pp. 115-117; Reading Check on p. 117; and "Spiral Review" - Central Idea question on p. 118. 2. Answer the following question based on the events in the story: Is truth the same for everyone? Cite Textual Evidence to support your response.
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., Jan. 24, 2014 - A. Graffiti: Art or Vandalism? Based on the information you gathered from reading the four articles on graffiti (see homework assignments for Jan. 10th, 15th, 17th and 23rd), where do you stand? Make a choice: Art or Vandalism? Use information from the articles, plus your prior knowledge and point of view to support your stance. Don't forget that you must give credit to the authors or articles used, if authors' names are unavailable!! Be sure to acknowledge and respond to the conflicting evidence or viewpoint. You will need an Introduction, a Body (conflicting opinion and reasoning and your stance with textual evidence and personal experience), and a Conclusion. Choose an appropriate graffiti, nothing with nudity, guns or weapons of any kind, drugs, or smoking! In addition, you may write your name in graffiti, if you wish.
Remember that you must do a Planning Page BEFORE you begin to write your brief essay! (B) Prentice Hall Literature (Big Textbook) , pp. 111-118. 1. Read pp. 111-112 and copy the voc. words, meanings, and sentences. 2. Read p. 113 - Who is Annie Dillard and what advice does she give? 3. Read the story entitled from "An American Childhood", pp. 115-118. 4. Do the Reading Skill: Author's Purpose and the Literary Analysis: Mood on p.119.
Thurs., Jan. 23, 2014 - 1. Ready NY CCLS pp. 124-126 Read, annotating as you read. Identify the Central Idea and underline the supporting details in each paragraph. Answer questions that follow. B. "Night Falls, and 5Pointz, a Graffiti Mecca, Is Whited Out in Queens" Read and annotate, identifying Central Ideas and Supporting Details in each paragraph. Apply the Reciprocal Reading Strategies while reading this article. What is the author's purpose for writing this article?
Wed., Jan 22, 2014 - Ready N.Y. CCLS, pp. 119-123
Tues., Jan. 21, 2014 - (A) 1. Reread the article entitled "As Legal Graffiti Disappear, Street Artists Ponder Future", underline and define any unfamiliar words you may not know the meanings of. 2. What connections can you make with the article and the pictures in the article? Explain. 3. What is the author's purpose for writing this article? 4. What is the Central Idea of this article? Write an objective summary of this article. (B) Ready N.Y. CCLS 1. Reread the last articles on pp. 16-18 and 116-118. For what purpose did each author write the article? 2. Write an objective summary of each article. 3. After analyzing both the style and structure of each article, which article was easier for you to understand? Explain. Be reminded that time is running out for you to turn in signed, late assignments, including Book Reviews of books read on your own and the two stories read as a class; follow the guidelines for writing the reviews and the assignments.
Mon., Jan. 20, 2014 - Celebration of Dr. Martin Luther King, Jr.'s Birthday - School is closed.
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., Jan. 17, 2014 - 1. What is the article entitled "As Legal Graffiti Walls Disappear, Street Artists Ponder Future" saying? 2. Read the article and annotate (Write notes, questions, etc. in the margins, or in your notebook, identifying each paragraph that is matched up with the annotation.). 3. Apply the Reciprocal Reading Strategies as you read this article. 4. Read pages 116 - 118 of Ready New York CCLS 2014, annotating as you read. Pay careful attention to the structure of the articles (book and graffiti handout) and tell how the structure enhance the meaning of each article.
Thurs., Jan. 16, 2014 - Ready New York CCLS 2014 1. Read pages 111-115, annotating as you read. Be sure to pay attention to and follow the Directions, Close Readings, Hints, and your "Study Buddy". You may use the Reciprocal Reading Strategies, if they will help you to better understand what you're reading. PAY ATTENTION TO THE STRUCTURES OF THE ARTICLES and how they help to determine the meanings of the texts!!! 2. Do exercise on page 38 of Word Generation.
Wed., Jan. 15, 2014 - 1. Read the article that was assigned today entitled "When is Graffiti Art and When is it Vandalism?", annotating as you read. 2. Compare and contrast the structure of this article to the one that was assigned on Friday, Jan. 10, 2014. 3. What are the point of views of the authors of these two articles? 4. How does the different structure of each article help to enhance your understanding of the article's meaning? 4. Which text structure gave you a better understanding of the issue discussed in each article? Explain. Note: Begin to review your notes and activities done on "The Most Dangerous Game". Reread the story, or portions of it, if necessary, because you will be tested on it next week.
Tues., Jan. 14, 2014 - Ready New York CCLS 2014, pages 11-18. Complete the classwork, if necessary, paying careful attention to and following directions, Close Readings, Hints, and your "Study Buddy". 2. Following the same procedure, finish the lesson for Homework.
Mon., Jan. 13, 2014 - 1. Reread the article on p. 37 of Word Generation. If you had not already done so, use context clues to define the Focus Words. 2. Answer the "What do you think" question that is at the bottom of the page. 3. Do the activity that is on p. 36 of the Word Generation book. *4. Remember that you should be reading and writing a response on a daily basis. If you have any missing assignment(s) that is (are) in the "acceptable window", get it done, signed by a parent or guardian, and turn it (them) in!**
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Fri., Jan. 10, 2014 - 1. Read the article entitled "Graffiti: Art Through Vandalism", annotating as you read. 2. What are the central ideas in each paragraph? 3. What is your impression of the graffiti that is in the middle of the first page of the article? 4. What is your opinion about the issue discussed in the article? Explain.
Thurs., Jan. 9, 2014 - 1. Voc/Usage - Finish writing the part of speech and the definition for each of the voc. words you began defining in class today. Then, paying careful attention to the part of speech, write a sentence with each word. The sentences should reflect the meanings of the words. * 2. Find the Characterization assignment that was given to you on Dec. 19, 2013, and write it neatly on loose leaf paper or type it, using font size 14 and a style that can easily be read. Do not write on the back of the loose leaf! * ( 3.) Answer the following questions and put the answers on loose leaf paper, or you may type it. a.) Who is your most favorite character in "The Most Dangerous Game" and why? Explain, citing evidence from the text to support your response. b) Who is your least favorite character and why? Explain, citing evidence from the text to support your response. Please note that this assignment will be attached to the Characterization Assignment and be counted as one assignment.
Wed., Jan. 8, 2014 - 1. Define the following words and use each in a sentence: tangible, intangible, allegory, onomatopoeia, double-entendre, wholesome, anthropomorphism, ennui, conniving, antagonist, protagonist, pier, Parisian 2. Study your notes on "The Most Dangerous Game" on which you will be tested tomorrow, one of several tests you'll be given on this story. 3. Reminder: Reviews on both literature ("The Story..." and "The Most...") are due tomorrow. (This was put on late and many students did not get it and so it will be done in class
Tues., Jan. 7, 2014 - 1. Do exercise on page 32 of Word Generation. 2. Work on the Reviews of "The Story of Keesh" and "The Most Dangerous Game", which are due on Thurs., Jan. 9, 2014.
Mon., Jan. 6, 2014 - 1. 1. Answer the four questions that are on page 31 of Word Generation, in addition to the two questions that were dictated to you. 2. Begin working on the Review of "The Most Dangerous Game"; you should have already done one on "The Story of Keesh". Both are due on Thurs., Jan. 9, 2014. Make sure that you are up-to-date with all your assignments. In no time at all, the Quarter will be over.
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Thurs., Jan. 2, 2014 - 1. Finish working on the Culminating Task for Unit 2 - Survivor. 2. Be sure to complete the Characterization assignment that was reviewed and clarified in class today, and was first assigned on Friday, 12/20/14. It's very important that you review and follow your notes as you complete the task. Be sure that sections of the Tests on "The Most Dangerous Game" will deal with characterization! 3. The Business Letter Test that was postponed before the Christmas break will be given to you before the Test on "The Most Dangerous Game" (sometimes this week so study your notes). 4. Don't forget that you should be reading daily and responding to what you have read! Six Book Reviews are due before the Marking Period/Quarter ends on Friday, January 31, 2014!
Happy New Year! The time is fast approaching for the ELA Exam, so everyone need to tighten their seatbelts as we work rigorously towards passing this test with "flying colors"! It won't be easy, but it can be done, if you're willing to challenge yourself and do your very best!!! Ready! Set! Go!!!!!
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Fri., Dec. 20, 2013 - 1. Write the Culminating Task for Unit 2 - Survivor. Read the Task very carefully to find out what it is asking you to do. As usual, before you write your essay, be sure to make an Organizer, which will be used as a guide to help you complete the Task. Don't forget to cite textual evidence and references, making sure to use vocabulary words from the text in your essay and to use appropriate Transition Words in the right places. 2. Don't forget to read and respond after every reading session. You must turn in 6 Book Reviews by Friday, January 31, 2014! 3. If you're missing any work within the 'safe zone' for accepting late work, please make them up, have a parent or guardian sign them, and being them in on January 2, 2014, or the next time you come to school.
4. Don't forget to complete the i-Ready Diagnostic Reading Test and any assignment that is given to you.
Thurs., Dec. 19, 2013 - 1. Complete classwork on characterization of the 4 major characters! 2. Pg.10 - "A new.....wits." Why do you think Rainsford is preoccupied with knowing the kind of new animal the general is talking about? 3. "I wanted the idea...not." What is the general talking about and What is Rainsford's reaction to it. 4.* Write a rewiew of "The Most Dangerous Game" by Richard Connell. Put on loose leaf. (a)Exposition: (Background info, introduction to setting, characters, and conflict. (b) Rising Action:, (c) Climax:, (d) Falling Action:, (e) Resolution:, (f) Theme: 5. Write a response to the character, settings, and plot: (b) Would you recommend this story? Why or Why not?
Wed., Dec. 18, 2013 - 1. Finish the Reciprocal Reading Chart for pages 16-20 of "The Most Dangerous Game" that you began in class today. REMINDER: Tomorrow you'll get a quiz on Story Elements and the parts of the Business Letter, so review your notes!
Tues., Dec. 17, 2013 - A) Continue the Reciprocal Reading Chart for pages 11-15 that you started in class today. B) Answer the following questions: 1. Page 11, "Life is for the strong .... score of them." What does this reveal about Zaroff's feelings about other humans? 2. Page 11, bottom of the page, "The general's left eyelid .... with me." What is the general telling Rainsford? 3. Page 12, top, "Watch! Out there!" .... civilized here." What has General Zaroff revealed to Rainsford in these words? Be specific. 4. Read "A trace of anger .... tomorrow? How do you think Rainsford is feeling at this point? Be specific. 5. "We'll visit .... held his tongue in check." What is the general implying, and what does it mean when the author say that Rainsford 'held his tongue in check"? What is the importance of Rainsford holding his "tongue in check"?
Mon., Dec., 16, 2013 - 1. Continue identifying figurative language used on pages 1-10 of "The Most Dangerous Game"; tell what each is saying. 2. Page 7, paragraph 4, "Whenever....narrowly." What do you think is happening here? Explain. 3. What do you think is the importance of page 7, paragraph 4? 4. Page 7, "Hurled me ......brute." What does this tell you about the general? 5. Reread Connell's description of General Zaroff on page 6, starting with "He is a Cossack.....So am I." Also, bottom of page 7, "he was smiling ... smile." What is Connell saying about the general? Explain. 6. Page 8, last paragraph and the top of page 9, describes the general's early life experiences. How do you think his early life affects him as an adult? Explain.
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Fri., Dec. 13, 2013 - A) Read pages 6-10 of "The Most Dangerous Game" and answer the following questions, citing evidence from the text to support your answers: 1. Upon meeting General Zaroff for the first time, what were Sanger Rainsford's impressions of him? 2. What is your impression of General Zaroff? 3. Who is Ivan and what is your impression of him? 4. Describe the island and General Zaroff's home. 5. Why do you think the author put such a home in the middle of this island? 6. During their dinner and conversation, what did Rainsford come to realize about Zaroff, and what clues gave Rainsford the realization? 7. Based on the current situation, make a prediction about the events that may take place throughout the next five pages.
Thurs., Dec. 12, 2013 - 1. Scan the rest of the story and underline sentences which contain unfamiliar words. 2. Write the unfamiliar words in your voc. section of your notebook. 3. Using the context or the dictionary, write the meaning of each word, including the part of speech. 4. What are your feelings about the story, so far? Explain.
Wed., Dec. 11, 2013 - 1. Read, reread, or scan the first five pages the story, "The Most Dangerous Game", and describe the setting(s) that you've been introduced to, so far. 2. Name and describe the characters you've met in the story, so far. 3. What questions do you have about what you've read, so far? 4. Make a prediction; based on what you already know, what do you think will happen next?
Tues., Dec. 10, 2013 - 1. Read pages 2-5 of the story entitled "The Most Dangerous Game". Did the predictions you made after reading page 1 come true in any of these pages? Explain. 2. Underline any unfamiliar words and try to define them in context. If you're unable to do use, use a dictionary to help you. Don't forget to write the part of speech for each word. 3. What story elements can you identify throughout the first five (5) pages of the story?
Mon., Dec. 9, 02013 - 1. Make sure you've completed the assigned tasks accurately. Do whatever work they need , get them completed, and turn them in tomorrow, 12/10/13.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., Dec. 6, 2013 - 1. Continue working diligently on the Performance Task, making sure that you're following all the directions, and successfully completing the Task. This assignment (first, revised, edited, and final copies of the essay and organizer; make sure that you have included all of the things list below in assignment for Dec. 5th) is due on Tues., Dec. 10th. You may TYPE the FINAL copies ONLY! Remember, if your assignment is hand-written, you must NOT write on the back of the paper, skip a line between each paragraph, take your time and write neatly. This writing assignment is due on Tues., Dec. 10th! 2. School-wide writing assignment on the question, "Should Secret Wiretapping be Legal?" A) Write a new organizer in your notebook in which you state your stance. You should have at least three reasons, supported with relevant, specific details, which can come from the article, in addition to your personal perception, notion, or ideas; the first draft of the Be sure to include the required Focus Words (All of Lesson 5, and appropriate ones from Lessons 1-4), and citations in the organizer, as well as in the letter, itself. B) Following the appropriate format for writing the Business Letter, complete your Task as follows: Paragraph 1: Introduce yourself (name and age), tell what class you're in, the school you attend, and the address of the school. In addition, tell why you are writing this letter; state your stance and mention your reasons, but do NOT explain them here! (This works like your Thesis Statement in an essay.) Body: Each reason must be written as the topic sentence for each paragraph. This will be followed by your supporting details (cite textual evidence and reference, and add your own personal feelings or ideas). The Body will contain three well-developed paragraphs! In the Conclusion you will tell what you're expecting the Senator to do. You can tell her/him to send you a response to the address in the Heading, or give an email address where he/she can send you a response via the internet. Be sure to put the Closing in the correct place and use the appropriate term. Of course, do not forget your signature and your printed name! C) Revise the letter and organizer in your notebook, then write the revised versions on loose leaf papers; the organizer and the letter must not be written on the same paper! D) Proofread your letter and organizer and edit them with different colored ink. Underline ALL the Focus Words you used in the letter; you may do this with colored ink, if you wish. After you're sure that you have correctly completed the Task and edited letter and organizer carefully, you may then write the final letter and organizer. Yes, you may type the final copies, but you MUST follow the guidelines for typing! You must also follow the guidelines for hand-written pieces! When all is said and done, you will have the first drafts in your note book, and two (2) copies of your revised, edited, and final letter and organizer on loose leaf or typed. If you need help, remember that your family members are there to help you, and you MUST go back to the articles in the Word Generation book, especially to see how the Focus Words were used.
Thurs., Dec. 5, 2013 - 1. Continue working on the writing piece, inserting vivid language(figurative language), cite specific textual evidence and references, use appropriate Academic Vocabulary and voc. from the "Words to Know, and add appropriate Transition Words in the proper places. Remember to adhere to the Task. 2. If you did not use all of this week's Focus Words in the assignment that was given to you on Monday, and some of the Focus Words from the last four weeks, please do so, making sure that you're using each word correctly. (Feel free to go back to the selections and see how each word was used.)
Wed., Dec. 4, 2013 - 1. Choose one of your state senators to whom you would like to write a letter regarding your stance on the illegality or the legality of the Protect America Act, which was started by former President Bush. Using the Business Letter Format, write the Heading and the Inside Address correctly. (Don't be afraid to go back to your notes to make sure you have a clear understanding on how to write these parts of the Business Letter.) This is to be placed on loose leaf paper 2. Add more examples and details, cite evidence from the text and be sure to cite the references also (title of article, page and paragraphs) to the personal section of Monday's assignment (#3); these things are necessary as you will be using them in your letter, along with the correct usage of the Focus Words. After having done this, use the information to write an Organizer (Planning Page), which should be placed on loose leaf paper and put in your Work-in-Progress Folder.
Tues., Dec. 3, 2013 - 1. Do the activity on page 26 of Word Generation. 2. Who are your state's senators and how can you contact them? 3. If you owe any assignments that are within the 'acceptable period', get them done, signed by a parent or guardian, and bring them in! 4. If you did not take the test on "Tears of Autumn", which was given before the break, see me before the week ends so you can take it, or your grade will be a zero.
Mon., Dec. 2, 2013 - B. Read or reread page 25 of Word Generation, "Should secret wiretapping be legal?". 1) What reasons do the people who agree with the Protect America Act give for their stance? 2) What reasons do the people who are against the Protect America Act give for their stance? 3) What do you think? Should secret wiretapping to help the government catch terrorists be legal? Or do you think, notwithstanding the risks of a possible attack, nobody should be able to spy on our conversation without telling us? Where do you stand? Cite textual evidence, personal and prior knowledge to support your stance.
A. Complete the activity on page 24 of Word Generation by transferring the answers that you wrote in your notebook on November 25, 2013.
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Wed., Nov. 27, 2013 - 1. Continue revising your Performance Task and Organizer. Be sure to include vivid details (figurative language), use appropriate Transition Words, cite evidence and references to support your answers, use Academic Vocabulary and Words to Know correctly throughout your essay, and make sure you're doing exactly what the Task is asking you to do. 2. Write your revised version correctly, making sure you include all the revisions that were done to the first draft. 3. Using a different colored ink, proofread and edit your essay and organizer. You may have someone at home help you if you are having a problem. Do not go the 'cheating site" to get answers. Remember not to type any part of the essay as yet, and you should not write on the back of the loose leaf paper. For those of you whose penmanship need to be improved, take your time as you write and you will see the difference as you do this over and over. You are not expected to do the final version until I've seen the job you've done so far, so the final copies are not due on Mon., Dec. 2, 2013, only the edited version. 4. If you are able to do the i-Ready Diagnostic Reading Test in Reading during this time, go ahead and do it, but you must be very serious about the work. The grade you receive is very important! If you are not able to get any of it done at home, provisions will be made for you to get it done in school, so don't worry.
Have a safe and fun-filled Thanksgiving Day and weekend!REMINDER: You should be reading for 30 minutes each day and writing a response to what you've read; don't forget that you must give me at least five (5) book reviews each Marking Period, and you are expected to read 25 books for the school year. Please Note: You must read different genres (kinds of books - fiction and nonfiction), and the comic books must be limited! As a matter of fact, show me the books you intend to read.
Tues., Nov. 26, 2013 - Using your Planning Page, Task Sheet, and Rubric as guides, write the first draft of Unit 2 Performance Task. This is to be done on loose leaf paper; do NOT write on the back of the paper! Make sure that your penmanship can easily be read and understood. For those of you who need to improve your penmanship, take your time when you are writing and you will begin to see a difference. Remember, it's not speed writing you're doing. Make sure that you're keeping your work-in-progress in your Work-in-Progress Folder, where it should be neat and clean.
Mon., Nov. 25, 2013 - A. Reread article entitled "Should Adoption Information Be Kept Private or Made Public?" on pg. 19 of Word Generation. Answer the following questions based on the article: 1. Why do some adoptive parents prefer closed adoptions? 2. Why do some birth parents prefer open adoption? Based on their context, write the meanings of the underlined words as they are used in the article. 3. Should all adopted children, like Phelan, have the right to know their birth parents? Or should some parents be allowed to keep adoption information private? Take a stance and give your reasons. Cite evidence to support your stance. If you personally know of someone, or have heard about someone in this position, you may use this as example also.
B. Write the Planning Page for the Performance Task about "The Story of Keesh." Make sure you are able to cite references, along with your examples! Pay careful attention to what you are being asked to do. Bullet your answers to each section that you are being asked to complete. Revisit your notes and choose relevant details to help you complete the task successfully.
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., Nov. 22, 2013 - 1. Write the final copy of the Business Letter and the organizer. Make sure that you have written the Heading and the Inside Address correctly; go back and review the formats for writing the Business Letter, and follow the one that you are more comfortable with. You will be turning in the final letter and organizer, edited letter and organizer, and first draft of letter and organizer. Make sure that you have completed all the parts of the task: 1st paragraph - Introduce yourself, your grade and school you are attending, and tell why you are writing the letter. 2nd paragraph - State your stance on the question as to whether or not it should be illegal for people to rent pets. Then provide your argument/supporting details that will support or back up your stance. Remember, if you use facts from the article, please cite it as a reference and do not write it as your own; do not plagiarize!
2. Reread pg. 268, from "Her uncle spoke....." to the end of the story on pg. 272. a) Answer the Critical Viewing, Settings, Reading Checks, and Compare Contrast questions within these pages; write the questions and answers, and put on loose leaf paper, or type, if you can. *Do NOT do the Compare and Contrast question on p. 272, since it was already assigned. Review the vocabulary words for this story.**
Thurs., Nov. 21, 2013 - 1. Proofread your letter to your state assembly member and edit, using a different colored ink. Make sure you have used transition and persuasive words, and you have the correct name and address of your assembly person. Remember to proofread and edit your organizer, as well.
2. What do you believe is the Central Idea of the short story entitled "Tears in Autumn" and how would you describe Hana's personality traits? Cite evidence from the selection to support your responses. Write your response on loose leaf paper or type; it will be added to the last assignment where you had to identify the Common Core Standards that were addressed in each question. Review voc. for the story.
Wed., Nov. 20, 2013 - A. Create an organizer in which you list your arguments for your stance on whether or not it should be illegal to rent a pet. B. Write a revised business letter, using the Business Letter Format of your choice. In the first paragraph you should introduce yourself, your grade, and the school you are attending. In addition, tell why you are writing this letter. In the 2nd paragraph, write your stance, which will be the Topic Sentence. Your supporting details will be your reasons for your stance. If you use any information from the article, be sure to paraphrase or use quotation marks, if you are using a direct quote. Don't forget to cite your source (article, person, etc.) Don't forget to use Transition Words! Make sure you have a correct name and address of your chosen state assembly member. As usual, do NOT write on the back of the loose leaf paper.
Mon., Nov. 18, 2013 - Word Generation - page 12 - A. Take a stance/position on whether our use of paper or plastic should be an individual's choice or be regulated by the government. Support your position with clear reasons and specific examples. Be sure to use the Focus Words in your response and write in the book. If you need more space, write on loose leaf and staple it to the page. B. 1. Reread page 13 and pay careful attention to the arguments given by both sides of the 'controversy' about renting pets; highlight or underline and number each argument for both sides. 2. If you were going to write to a member of your state assembly, what would you say? Should it be illegal to rent a pet? 3. Write a business letter to a member of your state assembly (you're able to find their names and addresses online), and present your case to him/her. Write on loose leaf paper, and, as usual, do NOT write on the back of the paper. Put the finished letter and organizer in your Work-in-Progress Folder. C. Since we won't meet tomorrow as a class, due to the half day, this assignment is due on Wed., Nov. 20, 2013. However, if you did not do the weekend's assignment correctly, please do it over.
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Fri., Nov. 15, 2013 - P.H. Lit. Text, pg. 272, Critical Thinking - Answer each question correctly, based on the short story entitled "Tears in Autumn" by Yoshiko Uchida, and cite textual evidence to support your responses. A. Tell which Common Core Standard(s) is being addressed in each question, for example, Key (Central) Ideas and Details, Draw Conclusions, Evaluate, Interpret, etc. (Hint: Pay careful attention to the questions and you'll be able to identify the Standards being addressed.) 1. Draw a four column chart and label one column Common Core Standard, another Questions, the third Answers, and the final column Textual Evidence. Skim and or scan the story to locate the answers to the questions asked. 2. Compare and contrast Hana's feelings at the end of the story with her feelings earlier in the story. This assignment must be done on loose leaf paper or type, and you must adhere to the rules of using either form; if your answers are hand-written, they must be legible, easily read and understood. This assignment will be graded!
Thurs., Nov. 14, 2013 - P.H. Lit. Text, pg. 273 - Do Reading Skills: Compare & Contrast, Literary Analysis: Setting, Craft and Structure, and the Vocabulary: Acquisition and Use in the "After You Read" section for the story entitled "Tears of Autumn".
Wed., Nov. 13, 2013 - P.H. Lit. Text - 1. Read pg.264. 2. What do you think will happen in this story? 3) Read the short story on pages 265-272. 4.) Define each voc. word based on its context in the story. 5) Copy footnotes you find throughout the story. 6) Was your prediction correct ? Explain. 7) Write a brief summary of the story (Who? What? When?...)
Tues., Nov. 12, 2013 - 1. Read Lesson two - "Should Our Use of Paper or Plastic Be An Individual Choice or Be Regulated By The Government?" in the Word Generation book. 2. Use context clues to tell the meanings of this week's Focus Words; write words, parts of speech, and meanings in your voc. section. B. Answer the following questions: 1. What is the controversy in this article? 2. What are the arguments the supporters of this controversy present to justify their stance? 3. What are the counterarguments the opponents give to justify their stance? 4. With which group (pros or cons) do you side with? Why? (Cite evidence from the selection to justify your support of your chosen group.) C. Do the activity with the "Focus Words of The Week" which is on pg. 8 of the Word Generation book. You may need to refer back to the selection and/or use a dictionary to help you.
Monday, November 11, 2013 - School is closed for Veterans Day.
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Fri., Nov. 8, 2013 1. Write a brief summary of the portion of the story, "The Story of Keech", that you read in class today. Be sure to include vivid details about the setting, which might become important to the plot. In addition, write a prediction telling what you think will happen next, keeping in line with the plot of story. *Be sure to use the Academic Vocabulary and Words to Know in your summary and prediction. 2. You are to read for least 30 minutes each day and write a response to what you have read. See Reminder below.**
Thurs., Nov. 7, 2013 - 1. Use the next ten (10) Words to Know in sentences, where the context of the sentences will convey the meanings of the words.
Wed., Nov. 6, 2013 - 1. What is context clues? 2. Write a sentence using the Academic Vocabulary and the first four of the Words to Know you copied in class today; total of 10 sentences, which should be written in your homework notebook. Your sentences should contain context clues so that anyone reading them will be able to tell the meaning of each word, just by the way it is used in the sentence.
B. Reminder: You should be reading for at least 30 minutes per night and writing a response ( connections, questions, point of view, predictions, etc.) to what you have read. If you do this, you should be able to achieve the goal of reading twenty-five (25) books for the school year. You must not read all "baby" books; challenge your mind and see where reading will take you! Read different kinds of genres, and broaden your horizon.
Tues., Nov. 5, 2013 ...... School is closed for Election Day.
Mon., Nov. 4, 2013 - Read "Should Schools Be A Place For Debate?" Pay careful attention to how the "Focus Words" are used within the article; remember that you will be using these words in your other classes, as well. 2. Answer the following discussion questions in your classwork notebook: a) From the author's description of debates, what do you think classroom debates look and sound like? b) Where does the author give evidence that debating in school is a bad idea? c) Where does the author give evidence that debating in school is a good idea? d) Did the author justify both sides of the controversy in this passage? Or do you believe she or he gave a biased account of the controversy of debating in schools? e) Why did the author begin the passage with two short stories about two different classrooms? f) Have you ever participated in a debate? What do you think makes for a good debate? What makes debates difficult? Remember that you are able to annotate, or underline in the book as you read! Please keep your book neat and clean, and don't forget to bring it to school with you every day, as it will be used by your other teachers, as well.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------IMPORTANT NOTICE: Well students, we've finished one quarter, and the 2nd quarter has begun! As I mentioned in class, there will be certain changes in regards to LATE WORK that will take place for the remainder of the school year. Homework: If you did not do the homework for any reason what-so-ever, you must get it done WITHIN the SAME WEEK and turn it in with the signature of your parent or guardian, if it's to be accepted. Checking homework that is over a month late will no longer take place! TESTS: If you are absent when a test is given, it is your responsibility to see me immediately upon your return to school to schedule a time to take the test you missed. WRITING ASSIGNMENTS: These must be turned in when they are due, or within the following week, and they must also be signed and dated by a parent/guardian! BOOK REVIEWS: You are required to read 25 books by the end of the school year; therefore, you should turn in about 5 reviews for each quarter. You must follow the formats that were given to you and which should be a part of your notebook (taped, glued in, or stapled)! We have a lot of work to do, so let's begin!
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., Nov. 1, 2013 - 1. Know the meaning of each Academic Word and Literary Terms: quaint, deed, preliminary, descendant, negotiation, possession ("Gentleman...") and irony, dialogue, theme, plot, conflict (internal and external), character, setting, resolution, climax, point of view, and traits.
Wed., Oct. 30, 2013 - 1. Continue working on the Culminating Task and any missing work you may have for me. All late work must be signed by a parent/guardian. Since Thursday, Oct. 31, 2013 is being called "No Book Bag Day", your assignment (s) is (are) due on Friday, Nov. 1, 2013!
Tues., Oct. 29, 2013 - Read over your edited copy of the Culminating Task carefully. Correct any errors you might have missed before and caught now. If you need help, ask someone at home to help you. Don't forget the review the Revision and Proofreading/Editing Procedures. Make sure you have followed all the steps in the Task and that you have completed the Task thoroughly. Write the final copy of the Essay, Organizer
Mon., Oct. 28, 2013 - 1. Continue classwork where you identify the Text Support (name articles) you used to prove your stance, choose appropriate Transition Words, and use them accurately. 2. Rewrite the classwork (Revised Version) with the corrections you did in #1 above. 3. Proofread your paper, making sure that you have adhered to the Task and completed it thoroughly, while following the format for writing an effective essay. 4. After proofreading your essay, use a different colored ink to edit it. Pay attention and do NOT use an apostrophe in every word that ends with an "s". In addition, remember that you use "an" in front of a word that begins with a vowel.
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., Oct. 25, 2013 - You should have already completed a first draft of the Unit 1 Culminating Task, along with the Bibliography and an Organizer. 1. Following the procedure for Revision, and revise all that were mentioned above (underlined). 2. Write Revised Versions on loose leaf paper. Do NOT write on the back of the paper! Be sure to follow all the facets of the task. *You may need to paraphrase or use quotation marks when writing a direct quote, but you CANNOT plagiarize!**
Thurs., Oct. 24, 2013 - 1. Write the Conclusion for the Culminating Task. 2. Write the Bibliography on loose leaf paper.
Wed., Oct. 23, 2013 - 1. Last night you chose a stance to the question in the Unit 1 Culminating Task, and you wrote an Introduction, following the format for writing an introduction, to the stance you chose. 2. Look over your organizer, your notes, the two articles, and the Culminating Task, write the Body of your essay. Remember to use the correct transition words when and where they belong. Avoid using the same words or phrases all the time.
Tues., Oct. 22, 2013 - 1. Review the organizers you did for the Unit 1 Culminating Task (10/18 & 10/21). 2. Choose the stance for which you have more solid, relevant examples from the three texts (Textual Support) to support your stance, and for which you'll get a better grade. 3. Following the correct format for writing the Introduction for an effective essay, write the Introduction for the stance you have chosen. Put this on loose leaf paper and keep in your Work-in-Progress Folder.
Mon., Oct. 21, 2013 - 1. Look at the assignment you did over the weekend. 2. Now take the opposite stance and write an organizer for it. Basically, do the same thing like you did over the weekend, but for the opposite stance.
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., Oct. 18, 2013 - 1. Culminating Task (1.a) for Unit 1 - "College 101" - TASK: Which educational class structure is most academically advantageous for students? Why? - Analyze both the traditional classroom structure and the online MOOC structure before developing your stance. - Synthesize evidence from multiple texts, including: "The Year of the MOOC" by Laura Pappano, and both of the assigned RL9-10 leveled texts: "Free Classes: Pay Less, Get Less?" and "Students Take Tests at Home" to support your stance. 2. Write a Planning Page/framework of the essay/Organizer. Do not write complete sentences; used bullets only. Pay careful attention to the "Be sure to:"
Thurs., Oct. 17, 2013 - Text - 1. Read example on pp. 18-19. 2. Read pp. 20-22 and answer the color-coded questions that are on the side of the pages; put in notebook.
Wed., Oct. 16, 2013 - A. 1. Compare/Contrast the articles entitled "Free Classes: Pay Less, Get Less?" and "Students Take Tests at Home". 2. How are these two articles compared to the news article entitled "The Year of The MOOC"? B. Text: P. 63, 3, 4, and Vocabulary. Read the directions carefully and answer the questions correctly. C. What do you think is the Theme of this story? Explain how you arrived at this theme. Put Exercise B and Exercise C on loose leaf paper. Tues., Oct., 15, 2013 - 1. Write each sentence below and fill in each blank/letter with the correct vocabulary word from the "Academic Vocabulary" and "Words to Know" in "The Year of the MOOC" news article. Write the sentences on loose leaf paper; do not write on the back of the paper.
1. The _A were working overtime to meet the deadline. 2. MOOCs have started a B in higher education. 3. Traditional online courses charge C and carry credits, but MOOCs are free and carry no credits. 4. It is said that cheating on MOOCs is a reality, but the professors are in total disbelief at the D copying done by many of the E in the MOOCs. 5. Most of the professors of MOOCs come from F campuses, such as Princeton, Columbia, and Duke. 6. A MOOC professor is videotaped for his _G to the students, since they are not in a traditional classroom. 7. Dr. Stavens said that MOOCs will cause more changes in higher education, and this will create more _H to the traditional classroom. 8. Andrew Ng boasted that the _I into MOOCs is growing very fast; it has reached more than 1.7 million, and is growing "faster than Facebook." 9. The students who started the fights were given _J_ suspensions, so they come to school every day, but are not permitted to attend classes. 10. Teacher assistants may K discussion boards so the students get feedback, which is done electronically.
Do not forget to read at least 30 minutes per day, and write a response to what you've read!**
2. Read the article entitled "Students Take Tests at Home." 2. Identify the key idea in each paragraph, and cite evidence to support your response. 3. What are the advantages and the disadvantages of students taking tests at home? Explain. 4. What is your reaction to the article? Explain your response and cite evidence from the article to support your response.
Mon., Oct. 14, 2013 - School is closed!
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Fri., Oct. 11, 2013 - Text: P. H. L. - Common Core 1. Read pp. 55-57. 2. Define external and internal conflicts, copy vocabulary words and their meanings , and put them in the voc. section of your notebook. 3. What did you learn from reading the "Background for the Story"? 4. Read the story, "Gentleman of Rio en Medio", pp. 58-62. 5. As you read the story, answer the questions that are on the side of the pages, and write any additional voc. words you may find as you read (voc. section). 6. After you read the story, answer the "Critical Thinking" questions that are on p. 62. Answers are to be written in the homework notebook, not on loose leaf paper!
Thurs., Oct. 10, 2013 - 1. What does the title, "Free Classes: Pay Less, Get Less?", suggest to you? Explain. 2. Read the article, annotating as you read. 3. Write a brief summary of the article in which you focus on its key (main, central) ideas 4. Upon careful analysis of the article, what are some pros and cons of MOOCs? 5. What qualities do you possess that would make you an ideal or a poor candidate for a MOOC? Explain your responses and use textual evidence to support to responses.
Wed., Oct. 9, 2-13 - Text - P. H. L. - Common Core 1. Read page 235. 2. What is a theme? 3. How do authors use characters, plot and conflict, setting, and irony to develop themes, insight into life, or lessons learned? 2. Study your notes on Elements of a Short Story, Plot structure, and Point of View (pp. 232 - 233). There's a test coming your way soon!
Tues., Oct. 8, 2013 - Text - Prentice Hall Literature - Common Core 1. Answer the questions about "An Hour With Abuelo" that are on p.243 of the text. *These questions are to be answered on loose leaf paper. Write in complete sentences and do NOT write on the back of the sheet. Read and follow directions carefully because this assignment will be graded as a test!
Mon., Oct. 7, 2013 - Text - Prentice Hall Literature - Common Core 1. Read pages 238-242. 2. Answer questions that are on the side of each page; put in homework book/section. You may choose to write the questions and the answers, or you may choose to write the answers only, making sure you're writing them in complete sentences (turning the questions around to begin the answers).
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Fri., Oct. 4, 2013 - Text: Prentice Hall Literature - Common Core 1. Read pp. 232 -233 of text (Elements of a Short Story, Plot Structure, and Point of View)). 2. In your vocabulary notebook, write the bold letter words and their meanings. 3. Draw and label the "Story Frame" at the bottom of p.233. 4. Copy the "Critical Elements of a Short Story" chart on p. 236. 5. Read the Model - About the Text on p. 237, then read the text entitled from "Peter and Rosa" by Isak Dinesen. 6. Analyze the high lighted sections of the text, identify what story element is portrayed in each section, and tell what each section/element reveals. #s 3 - 6 must be done in the homework notebook or section, not on loose leaf paper!
Thurs., Oct. 3, 2013 - 1. Distinguish between the traditional classroom settings and the modern-day, online classroom settings. 2. Which classroom setting do you think is more advantageous to the students, and which do you think is more of a disadvantage to them? Explain your responses, using supporting details from your prior knowledge of classroom settings. This assignment is to be done in your notebook!
Wed., Oct. 2, 2013 - 1. Revise your T-Chart and 1st draft of the Performance Task assigned last night. Be sure to follow the Revision Procedure. 2. Write the Revised Version on loose leaf paper. 3. Using a different colored ink and following the Proofreading/Editing Procedure, proofread and edit the Revised Version of your Performance Task. Remember not to write on the back of the paper, and write legibly so that it can be easily read!
Tues., Oct. 1, 2013 - You have been assigned several mini writing pieces relating to this Performance Task - Choose a high school that you believe would be a good fit for your unique needs and abilities. Write an argument supporting the premise that this school should accept you as a future student. 1. Define premise and argument, as they relate to this task; write definitions in notebook. 2. (Go back to the assignments about the high schools, their addresses, your reasons for wanting to attend each, and your personal qualities that would help you to achieve success in these schools; pay careful attention to your responses, especially to the assignment when you were told to chose your #1 school, etc.) 3. Using this information, fill in the Supporting Details Planning T-Chart (put on loose leaf paper). 4. Review the format for writing a well-developed essay and when to use Transition Words. 5. Using this format and the details from your T-Chart, write the first draft for this Performance Task (put on loose leaf paper). Be sure to include Transition Words and follow the format for writing the essay. Do NOT write on the back of the paper.
Mon., Sept. 30, 2013 - 1. Using a different colored ink, insert Transition Words in your four paragraph essay on ELA Expectation. Be sure to proofread and edit as you go along; your planning page (T-Chart) should also be proofread and edited. Write your final copies of the essay and the T-Chart. Remember: If you type, you must double space, use font size 14, and any font style that can easily be read. If you write, skip one line after the heading and write the title, then skip one line between each paragraph in your essay. Your writing must be neat so that it can easily be read. Do NOT write on the back of the paper! Bring in your NYC High School Directory for tomorrow's lesson.
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Fri., Sept. 27, 2013 - 1. Using the essay terms and the format for writing an effective, well-developed essay, along with your two paragraphs on Expectations for ELA, write a well-developed essay about your expectations for ELA class this school year. You will need to have an original copy, a revised/edited copy, your organizer, in the form of a T-Chart, and the final product on Monday, September 30, 2013. You may use the corrected version that was returned to you this afternoon (if you did not run off without it), the version in your book, or start from scratched. Monday, Sept. 30, 2013, is the last day to make up homework assignments that were given in September, and they must be signed by a parent or guardian, if they are to be accepted.**
Thurs., Sept. 26, 2013 - A. If you could meet any of the characters in "Why Weren't You His Friends?", who would it be and why? What would you say to this person? Be sure to tell this person just how the article affected you. B. You now have a chance to give a younger person advice about bullying; what will your advice be?
Wed., Sept. 25, 2013 - 1. What is the conflict in "Why Weren't You His Friends?" 2. Write a response in which you react to the actions of the characters, the setting, and the outcome of the conflict. 3. If you were Curtis, the 8th grader at the Oak Street Middle School, what would you have done differently? Why?. What would you have done differently, if you were Mr. Taylor, Curtis' father? Why? 5. What do you think, Mr. Cameron, the principal, could have done so that the outcome would have been different? Explain.
Tues., Sept. 24, 2013 - 1. Read the article entitled "Why Weren't You His Friends?" 2. Identify the Central Idea in each paragraph.
Mon., Sept. 23, 2013 - 1. Read "Kids for a Better Environment". 2. Writing on the sheet, tell the Central Ideas of each paragraph. 3. Answer the questions which follow. If you're missing any assignment(s), make it up, get it signed by a parent/guardian, and turn it in.**
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Fri., Sept. 20, 2013 - 1. Bring in your Independent Reading Book on Mon., Sept. 23, 2013 and EVERY day thereafter. 2. Of all the high school choices you listed in your homework assignment, which would be your #1 choice? Write the name and address of the school. 3. Explain your reasons for making this school your #1 choice. Your reasons must be realistic and relevant; you should use the directory to help you answer this question effectively. 4. What personal qualities do you possess that would help you to achieve academic success at this school?
Thurs., Sept 19, 2013 - Do Wed.'s homework, since it was put on a bit late. Don't forget that you should be reading and responding every night.
Wed., Sept 18, 2013 - 1. Review and Revise your personal qualities and examples, from last night's homework assignment. 2. Of all your personal qualities that you wrote about last night, which one do you consider the most important one that can help you to achieve academic success? Explain your response. 3. Which one do you believe is the least important and wouldn't affect your academic success by any means? Explain your response.
Tues., Sept. 17, 2013 - 1. Look back at the high schools you chose in last night's homework assignments. What personal qualities do you possess that would let you achieve academic success in these schools? High Schools Personal Qualities & Examples
Mon., Sept. 16, 2013 - 1. Look through your Directory of NYC Public High Schools. 2. Chose three (3) schools you would like to attend. - Where are the schools located? - Why did you choose these schools? *Do this assignment on loose leaf paper. You need to bring in your two 2-pocket folders!
Names of Schools Locations (Addresses) Reasons for Choosing Schools 3. Get Responsibilities Sheet signed and bring in tomorrow. *ALL letters, Class Rules and Procedures MUST be signed and bring in so you can get credit!**
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., Sept. 13, 2013 - 1. Read each story in the packet beginning with "The Sign". 2. Answer the questions which follow each story. 3. Underline the clues which helped you to find the answers. 2. Get the Class Rules and Procedures signed by a parent/guardian. You'll get a 'zero', if they're not signed!
Thurs., Sept. 12, 2013 - 1. Using your notes and the Editing Checklist, edit your writing on ELA Expectations. 2. Write your Planning Page (T-Chart) on loose leaf. 3. Write your final copy on loose leaf paper, skipping a line between each paragraph. Do NOT write on the back of the paper and do NOT use white-out! You must turn in three (3) things: T-Chart, Revised/Edited copy, and final copy of ELA Expectations. 4. If you're missing any homework assignments, get them done and signed by a parent or guardian, and bring them in before it's too late. If a parent or guardian does not sign the late assignments, they will not be accepted and you will not get credit!
Wed., Sept. 11, 2013 - 1. Revise "Expectations" writing piece in your notebook. (Use today's notes to help you with the revision.) 2. Write the Revised Version loose leaf paper. Be sure to skip a line between each paragraph, and don't forget to indent.**
Tues., Sept. 10, 2013 - 1. Using the answers from last night's homework, write two paragraphs, one with the definition of expectations and your expectations for this ELA class, and another telling how you plan on achieving these expectations. Skip a line between each paragraph.
Mon., Sept. 9, 2013 - 1. Define Expectations. Tell which dictionary you got the definition from. 2. List five (5) expectations you have for this ELA class. 3. Tell how you plan on achieving each expectation. Do not write in paragraph form. Use a T-Chart to show your answers. 23